Ricky was a high school student facing expulsion after multiple disciplinary infractions when a group of his peer mediators decided he deserved a second chance. Ricky was enrolled in his high school’s restorative justice program. Second Chances, where he attended daily group sessions teaching respect, empathy. and community involvement. For the first time in Ricky’s educational career, he received honor roll grades and began to turn his life around. In Ricky’s county in California, the restorative justice program has reduced suspensions by 20-40% since it was implemented. Restorative justice programs in schools and juvenile detention centers, especially through art instruction and dialogue, are making a difference in teens‘ lives across the country Art educators are implementing programs, like Second Chances, intending to build student community, empathy, and self-efficacy. Zero tolerance policies were employed in public schools starting in the mid-19905, first as a response to drug-related issues and later branching out to most disciplinary matters.
This led to a sharp increase in student expulsions and incarceration, changing the relationship between education and the criminal justice system. However, studies show that these policies did not improve the security of schools or reduce disciplinary problems throughout the system. As a response to zero tolerance policies educators have turned to comprehensive programs, like restorative justice initiatives, as a form of conflict resolution through peer-mediated small group approaches Franklin University, partnered with the Ohio Department of Youth Services, sponsored three art exhibits starting in 2012 called ‘Voices from Inside‘, These exhibits were born out of the success of the visual an program employed within the juvenile justice system. Art instructors initiated art dialogue with incarcerated teens, finding that this gave students’ “both voice and agency in a movement that promotes transformational justice over punishment and has the potential to increase positivity.
While preliminary studies show that restorativejustice an programs for incarcerated teens show positive results in the interim, more evidence is needed for long-tenn benefits. Rates of re— offense have yet to be studied for released minors. However, what we do know are an programs, like Voices from Inside, are teaching practical technical skills, social skills, and the use of meaningful dialogue in conflict management. Dialogue within restorative justice circles focuses on a building of trust and respect between students and educators. Conversations are created around community concerns, students’ feelings surrounding their education and home life, and incorporate a group collaboration of problem-solving techniques.
Including the making of art that allows freedom of expression and an outlet for the students’ voices to be heard. These dialogue circles focus on educators as ‘Changemakers’, The Changemaker educator philosophy works to identify problems while acting as an inspiring role model. instigating others to create positive changes for themselves and others in their community. The idea of this philosophy is based on the adage of leading through example. An educator that shows empathy, positive attitude respectI and an insistence that each person does their very best not only inspires the students to put fonvard their best effort but also encourages an attitude among the students to look outside of themselves to create positive change
Expens in the field of adolescent development have long since determined teens begin to build interpersonal skills, including conflict management abilities when relating to peers at the high school level. Studies have shown that students that do not develop these skills on their own can be taught them through mentor programs, peer relationships, and programs like restorative justice groups. Art educators that draw a correlation between social and artistic disciplines can help to broaden cognitive outlook for students directly. Engaging students through profound questions during personal and group art critiques open the artist’s ability to view their work from the eyes of the viewer. “How are you going to portray messages in a way others will understand them? Will the work inwardly change the self or change another’s opinions?”
Author Marit Dewhurst (2011) found intrigue in the second of those questions when a student replied, “It doesn‘t have to make sense to anyone else as long as it does to you.” This led to further examination of whether the artistic process cycle of inner reflection and action led to profound change within the individual through self- understanding, advancing their world view from inside themselves out. Dewhurst identifies restorative justice an education as a “practice encompassing an evolving cycle of experience, reflection, action in which knowledge is constructed, critically analyzed and embraced through action. It deconstructs inequalities in an effort to create a humane society”. Through my research, I believe an educators that incorporate restorative justice dialogue circles within their teaching practices can initiate positive change in not only students‘ lives, but also their own.
Humane society revolves around the support structure we implement around those in need Guiding our students as strong, emphatic leaders; insisting on the student to give their very best effort in their an and life can lead to well- adjusted productive members in society. Art as an optimistic voice for change and emotional outlet encourages restorative practices in students‘ self-esteem. general outlook, and community awareness Restorative justice Ieaming environments give students, like Ricky, a second chance to take responsibility for their past actions while gaining the skills to widen their understanding of how their poor decisions also influence the community around themt Leading through example as a Changemaker, strengthening understanding through mutual respect, and widening the lens of human compassion to include those students struggling through disciplinary digressions can only lead to positive outcomes in education.
