Educators are increasingly adopting Restorative Practices (RP) to address not only student behavior but also to promote a positive school culture. At the same time, the Multi-Tiered System of Supports (MTSS) has become a popular framework for addressing both academic and behavioral needs through a tiered approach. While many schools implement both frameworks, they are often seen as separate initiatives. However, when used together, RP and MTSS can create a powerful synergy that supports all students in a holistic and equitable way.
What are Restorative Practices?
Restorative Practices are grounded in the idea that strong, trusting relationships are the foundation of a healthy school community. Rather than relying solely on punitive measures for discipline, RP aims to build community, resolve conflicts, and repair harm. According to the International Institute for Restorative Practices (IIRP), the goal is to develop social capital and achieve social discipline through participatory learning and decision-making.
Common Restorative Practices include:
Restorative Circles: A proactive tool used to build relationships and address conflicts in a communal way. Circles allow every student to have a voice, express their emotions, and build empathy for others.
Restorative Conferences: A more formal process that brings together those who have caused harm with those who have been affected to discuss what happened and how to repair the harm.
Affective Statements and Questions: These are specific prompts that allow students and teachers to reflect on their emotions and the impact of their actions.
Restorative Practices are not just reactive—responding to behavior after it occurs—they are also preventative. By establishing a school-wide culture based on respect and empathy, RP can reduce the need for punitive discipline measures, which often disproportionately affect students of color and students with disabilities.
What is MTSS?
MTSS is a data-driven, tiered framework that aims to provide targeted support to all students. While it is traditionally known for academic support, MTSS also encompasses behavioral and social-emotional learning (SEL) interventions. MTSS has three tiers:
Tier 1: Universal supports for all students. This tier focuses on prevention and involves teaching all students expected behaviors and academic content.
Tier 2: Targeted interventions for students who need additional support. This group might receive small-group instruction or targeted behavioral interventions.
Tier 3: Intensive, individualized support for students with the greatest needs. These students often receive one-on-one interventions tailored to their specific challenges.
MTSS uses data to identify students who need more support and ensures that interventions are based on students’ individual needs.
Aligning Restorative Practices with the MTSS Framework
Restorative Practices and MTSS share a common vision of inclusion and equity. Both frameworks aim to support the whole child, focusing not just on academic achievement but also on social-emotional well-being and behavior. When integrated, they can create a supportive environment that addresses students' needs at every level.
Tier 1: Building a Restorative School Culture for All Students
At the Tier 1 level, RP focuses on building a strong, positive school culture. Research shows that schools implementing RP at Tier 1 see significant reductions in suspensions and office discipline referrals. A 2018 study by Gregory, Clawson, Davis, and Gerewitz found that restorative approaches led to improved student-teacher relationships, which in turn resulted in better classroom behavior and academic engagement.
Tier 2: Restorative Practices for Targeted Interventions
When students exhibit more frequent or serious behavioral challenges, they may require Tier 2 interventions. RP can play a crucial role here by providing targeted support for students struggling with conflict or disruptive behavior. Restorative mediation, for example, is a powerful tool that allows students to address conflicts with peers or teachers in a structured, supportive environment.
Tier 3: Intensive, Individualized Support through Restorative Conferences
For students with the most significant behavioral challenges, RP can provide intensive support through practices like restorative conferences and re-entry conferences.
The Benefits of Combining Restorative Practices and MTSS
When implemented together, Restorative Practices and MTSS offer several key benefits:
Equity: RP promotes fairness and inclusion, ensuring that all students have the opportunity to learn from their mistakes and make amends. This aligns with MTSS’s commitment to providing equitable support based on individual student needs.
Prevention: Both RP and MTSS prioritize prevention over punishment. By addressing the root causes of behavior and teaching students to resolve conflicts, schools can prevent many disciplinary issues from escalating.
Data-Driven Decisions: MTSS relies on data to identify students in need of support, while RP provides a framework for delivering those supports in a restorative, non-punitive way. Together, they allow schools to respond to student needs in a way that is both strategic and compassionate.
Getting Started: Building a Restorative Mindset Schoolwide
Integrating RP with MTSS requires a shift in mindset for both staff and students. Schools that successfully implement these frameworks often begin with professional development focused on building a restorative culture. Check back for future blog posts on specific strategies to build a Restorative School or reach out to Elevate Educators to learn about how our services can support your school!
References:
Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2018). The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline. Journal of Educational and Psychological Consultation.
Vaandering, D. (2013). Implementing Restorative Justice in Schools: A Critical Reflection on Sustainability. Journal of Educational Philosophy and Theory.
Morrison, B., & Vaandering, D. (2012). Building Restorative Schools: Creating a Restorative Justice Pedagogy for Schools. The International Journal of Restorative Justice.
Resources for Further Reading:
"The Restorative Practices Handbook" by Costello, Wachtel, & Wachtel.
National Association of School Psychologists (NASP) MTSS Framework.
Internet Resources:
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