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Friday, July 8 • 11:00am - 12:00pm
Rethinking School Discipline: A Restorative Approach

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The International Institute of Restorative Practices posits that the fundamental hypothesis of restorative practices is that human beings are happier, more cooperative and productive and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them. A restorative approach to discipline focuses on restoring the relationship between an offender and his/her community through collaboration and rehabilitation of mindset and behavior. A major flaw of traditional disciplinary practices is that it addresses only behavior, a symptom of, but not the root of, the issues that manifest as problematic behavior. Pairing a cognitive behavioral approach with restorative practices, schools can more effectively and compassionately address underlying self-defeating thinking patterns, thus addressing the root of the issue. And more importantly, we allow our students to be part of their own process of change, thus creating lasting change. Recent research published by the IIRP attests to this: restorative practices in schools reduced suspensions and serious infractions by an average of 65%, reduced aggression by 26% and improved social skills by 20%. May we suggest that we collectively rethink our approach to school discipline, and shift into a more restorative one.


Lisah Mo’unga

Onboarding and Curriculum, ACCI/Education Lifeskills
ACCI is a national evidence-based provider of cognitive lifeskills courses and programs. Established in 1975, ACCI started with a focus on reducing recidivism rates through a cognitive behavioral approach to help participants address underlying self-defeating thoughts and behaviors... Read More →

Friday July 8, 2022 11:00am - 12:00pm MDT
BUS 250 - Dixie Leavitt Business Building, Room 250 Southern Utah University, 351 W University Blvd., Cedar City Utah