School leaders implement restorative practices to enhance student behavior and mentoring

The D2 Board of Education meeting held on December 12, 2024, focused on several key initiatives aimed at improving student behavior and fostering a supportive school environment. The meeting began with a discussion on restorative practices, which have been a multi-year effort within the district. These practices include various initiatives such as student success centers in secondary schools, which aim to provide alternatives to suspension.

The board highlighted the implementation of connection circles, where trained teachers, administrators, and mental health staff engage students in discussions to resolve conflicts and improve behavior. A new tracking code in the district's Infinite Campus system will allow schools to report on restorative practices, providing data on their effectiveness compared to traditional disciplinary actions like suspensions and expulsions.

Another significant topic was the expansion of student leadership and peer mentoring programs. The district has partnered with the Big Brothers and Big Sisters program to launch the STARS program, which pairs upperclassmen with lowerclassmen as mentors. This initiative aims to enhance student relationships, as research indicates that students often prefer to confide in peers rather than adults.

The board also addressed the importance of strengthening relationships between students and trusted adults. Connection circles have been introduced to help students see each other and their teachers as individuals, fostering a sense of community within schools.

During the meeting, concerns were raised regarding the reporting of bullying incidents. It was noted that there may be a disconnect between student perceptions of bullying and the actual reporting of such incidents. The board acknowledged the need for better education on what constitutes bullying and emphasized the importance of transparent communication regarding the outcomes of reported incidents.

The discussion concluded with a recognition of the varying perspectives on restorative practices among parents and staff. While some support the approach, others question its effectiveness, particularly in cases where students feel that disciplinary actions are insufficient. The board acknowledged the need for improved communication to clarify the goals and benefits of restorative practices.

Overall, the meeting underscored the district's commitment to fostering a positive school climate through restorative practices, mentorship programs, and enhanced communication about student behavior and support systems. The board plans to continue these discussions and explore further improvements in future meetings.