What One Rural School Taught Us

By Marie Nelson and Lisa Bedinger

When we talk about Restorative Practices (RP) in schools, we often focus on the mechanics: the circles, the prompts, and the repair plans. In looking back on a school visit prior to COVID, Lisa Bedinger was reminded of one of the most important outcomes of this work: the feeling of the building.

This school serves a rural, economically diverse population of grades 7-12. From the moment Lisa entered, she noticed something different—a sense of calm in the building. There appeared to be an atmosphere of emotional safety. Not all students may have been experiencing this and this was just one day in the year, but something was different. Lisa was struck by observing a large recess in which only one adult was needed to supervise.

The secret to this culture wasn't just a philosophy; it was a dedicated staff and processes based out of the Resource Response Program (RRP). The Engine of Connection: The RRP

The Resource Response Program isn't a "detention hall" or a "quiet room." It is a proactive hub of connection that was staffed by a powerhouse trio: a Special Educator, a paraprofessional with RP expertise, and an externally contracted clinician.

Together, they facilitated a culture of agency through four primary roles:

1. Teaching the Culture of Advocacy

The RRP staff doesn't wait for conflict to happen; they build the school’s culture intentionally each year. Every seventh grader takes a two-month class that establishes the school’s climate and expectations of each other as well as advocacy skills. They learn how the system works along with embedded SEL skills. Students are taught how to introduce themselves to someone, how restorative practices work at the school, what decisions the School Board and Superintendent make, and how the school budget works. By understanding the levers of power and who makes decisions, students are empowered to advocate for themselves effectively within the system.

2. Soft Landings: The Morning Check-in

Every morning, students are already waiting at the RRP door before the staff even arrives. They aren't there because they are "in trouble." They are there to talk through challenges in their lives so they can enter the classroom ready to learn. This drop-in support ensures that students don't carry their outside burdens into their academic spaces alone.

3. Supporting the Educators

Restorative work cannot fall solely on the shoulders of the classroom teacher. The RRP staff is "on call" to support teachers in two vital ways:

• Classroom Coverage: RRP Staff will step in to watch a class so a teacher can step into the hallway to have a private, restorative conversation with a student.

• Co-Leading: RRP Staff are available to lead or co-lead circles within the classroom, providing assistance to navigate complex group dynamics.

4. Formal Repair and Peer Mentorship

When harm does occur, the RRP staff members lead formal restorative responses. However, repair plans include a unique element of peer-led accountability. They often pair an older student—who struggled with similar behaviors in the past—to act as a mentor for a younger student. This mentor stays with the mentee for the remainder of the year, meeting them between classes and walking with them during transitions to provide steady, relatable guidance.

The Power of Shared Agency

Perhaps the most striking lesson from this visit was the level of student leadership. In every meeting Lisa attended during the visit, students either led the conversation or participated with adults.

When we invest in structures like the Resource Response Room, we aren't just "managing behavior." This structure builds a system where students and adults can feel safe, seen, and capable of leading. This visit was a powerful reminder that when we prioritize the climate and culture and how a school feels, the rest of the school's success can follow.

"It took a while to put the difference into words, but it was a sense of calm... the building felt emotionally safe."

Is your school looking to move from reactive discipline to a proactive "Community of Care?” Reach out to us to discuss how we can help you design and implement structures that support both students and staff.