I remember the first time I was sent to the principal’s office
the principal’s office
the principal’s office my fifth-grade hands were shaking my
my fifth-grade hands were shaking my
my fifth-grade hands were shaking my heart was racing and I was doing my
heart was racing and I was doing my
heart was racing and I was doing my absolute best to hold back tears when I
absolute best to hold back tears when I
absolute best to hold back tears when I finally made it through that walk of
finally made it through that walk of
finally made it through that walk of shame in the hallway and I reached my
shame in the hallway and I reached my
shame in the hallway and I reached my principal’s office she told me to sit as
principal’s office she told me to sit as
principal’s office she told me to sit as she began to reprimand me Leila
she began to reprimand me Leila
she began to reprimand me Leila she said you’re inappropriate behavior
she said you’re inappropriate behavior
she said you’re inappropriate behavior will not be tolerated in this school
will not be tolerated in this school
will not be tolerated in this school you’ve disappointed your teachers your
you’ve disappointed your teachers your
you’ve disappointed your teachers your fellow classmates and myself for this
fellow classmates and myself for this
fellow classmates and myself for this you will be receiving a referral a call
you will be receiving a referral a call
you will be receiving a referral a call to your mother and you’ll go home for
to your mother and you’ll go home for
to your mother and you’ll go home for the rest of the week now you would
the rest of the week now you would
the rest of the week now you would assume I got in a fight or at least I
assume I got in a fight or at least I
assume I got in a fight or at least I got caught cheating however I’m sad to
got caught cheating however I’m sad to
got caught cheating however I’m sad to say that my crime that day was I wore a
say that my crime that day was I wore a
say that my crime that day was I wore a zip-up jacket over my uniform that did
zip-up jacket over my uniform that did
zip-up jacket over my uniform that did not have my elementary school emblem on
not have my elementary school emblem on
not have my elementary school emblem on it I always wondered why they took such
it I always wondered why they took such
it I always wondered why they took such a simple offense so seriously now
a simple offense so seriously now
a simple offense so seriously now looking back I realized that my school
looking back I realized that my school
looking back I realized that my school was creating a culture of fear by
was creating a culture of fear by
was creating a culture of fear by instilling zero-tolerance policies this
instilling zero-tolerance policies this
instilling zero-tolerance policies this made a common practice to suspend expel
made a common practice to suspend expel
made a common practice to suspend expel and even report students to the police
and even report students to the police
and even report students to the police for trivial infractions zero-tolerance
for trivial infractions zero-tolerance
for trivial infractions zero-tolerance like most school policies was created
like most school policies was created
like most school policies was created with the good intentions in the wake of
with the good intentions in the wake of
with the good intentions in the wake of school tragedies like the Columbine
school tragedies like the Columbine
school tragedies like the Columbine shooting zero tolerance was made popular
shooting zero tolerance was made popular
shooting zero tolerance was made popular to prevent students from bringing drugs
to prevent students from bringing drugs
to prevent students from bringing drugs and weapons to school the policy though
and weapons to school the policy though
and weapons to school the policy though is now used to punish students for
is now used to punish students for
is now used to punish students for anything that faculty and teachers deem
anything that faculty and teachers deem
anything that faculty and teachers deem as misconduct schools that are governed
as misconduct schools that are governed
as misconduct schools that are governed by zero tolerance do not treat deviance
by zero tolerance do not treat deviance
by zero tolerance do not treat deviance on a case-by-case basis
on a case-by-case basis
on a case-by-case basis this means that administration does not
this means that administration does not
this means that administration does not take into account the hardships that
take into account the hardships that
take into account the hardships that students struggle with at home and in
students struggle with at home and in
students struggle with at home and in their personal lives which directly
their personal lives which directly
their personal lives which directly affects their behavior students have
affects their behavior students have
affects their behavior students have been suspended or expelled for
been suspended or expelled for
been suspended or expelled for occurrences ranging all the way from
occurrences ranging all the way from
occurrences ranging all the way from sleeping in the classroom to sharing
sleeping in the classroom to sharing
sleeping in the classroom to sharing food at
food at
food at – cursing in class to possessing tobacco
– cursing in class to possessing tobacco
– cursing in class to possessing tobacco products on campus
products on campus
products on campus unfortunately this novel idea of kicking
unfortunately this novel idea of kicking
unfortunately this novel idea of kicking the troublemakers out of school did not
the troublemakers out of school did not
the troublemakers out of school did not solve the problems of those individual
solve the problems of those individual
solve the problems of those individual students or the campus however many
students or the campus however many
students or the campus however many progressive schools and administrators
progressive schools and administrators
progressive schools and administrators have begun to shed light on new
have begun to shed light on new
have begun to shed light on new practices to combat antiquated nature of
practices to combat antiquated nature of
practices to combat antiquated nature of zero tolerance
zero tolerance
zero tolerance restorative justice has been highlighted
restorative justice has been highlighted
restorative justice has been highlighted as one of the most effective methods to
as one of the most effective methods to
as one of the most effective methods to reverse the damage done restorative
reverse the damage done restorative
reverse the damage done restorative justice seeks to encourage
justice seeks to encourage
justice seeks to encourage accountability repair harm and restore
accountability repair harm and restore
accountability repair harm and restore relationships rather than require
relationships rather than require
relationships rather than require retribution for wrongdoing this is most
retribution for wrongdoing this is most
retribution for wrongdoing this is most commonly done by bringing the victim the
commonly done by bringing the victim the
commonly done by bringing the victim the perpetrator and those in the community
perpetrator and those in the community
perpetrator and those in the community who are harmed together and circle where
who are harmed together and circle where
who are harmed together and circle where they may respectfully share the
they may respectfully share the
they may respectfully share the perspectives feelings and concerns do my
perspectives feelings and concerns do my
perspectives feelings and concerns do my research and personal experience I’ve
research and personal experience I’ve
research and personal experience I’ve found that if we were to replace zero
found that if we were to replace zero
found that if we were to replace zero tolerance with restorative justice in
tolerance with restorative justice in
tolerance with restorative justice in schools we would find three distinct
schools we would find three distinct
schools we would find three distinct improvements a rise in positive student
improvements a rise in positive student
improvements a rise in positive student interactions a drop in disciplinary
interactions a drop in disciplinary
interactions a drop in disciplinary problems in a narrower school to Prison
problems in a narrower school to Prison
problems in a narrower school to Prison Pipeline let me tell you why restorative
Pipeline let me tell you why restorative
Pipeline let me tell you why restorative justice especially when implemented at a
justice especially when implemented at a
justice especially when implemented at a young age trained students to express
young age trained students to express
young age trained students to express themselves in constructive ways one of
themselves in constructive ways one of
themselves in constructive ways one of the main deficiencies among newer
the main deficiencies among newer
the main deficiencies among newer generations is our inability to express
generations is our inability to express
generations is our inability to express ourselves through words many young
ourselves through words many young
ourselves through words many young people refuse to let themselves be
people refuse to let themselves be
people refuse to let themselves be vulnerable and say when they felt
vulnerable and say when they felt
vulnerable and say when they felt disrespected or embarrassed by the
disrespected or embarrassed by the
disrespected or embarrassed by the actions of their peers when they’re
actions of their peers when they’re
actions of their peers when they’re unable to communicate they resorts of
unable to communicate they resorts of
unable to communicate they resorts of fighting and misbehaving to show what’s
fighting and misbehaving to show what’s
fighting and misbehaving to show what’s really going on inside let me break down
really going on inside let me break down
really going on inside let me break down an example of how restorative justice
an example of how restorative justice
an example of how restorative justice would work in this situation imagine two
would work in this situation imagine two
would work in this situation imagine two students get into a fight they would be
students get into a fight they would be
students get into a fight they would be brought together in a circle with a
brought together in a circle with a
brought together in a circle with a facilitator and any other student who
facilitator and any other student who
facilitator and any other student who felt harmed here they would have a
felt harmed here they would have a
felt harmed here they would have a discussion that would let them recognize
discussion that would let them recognize
discussion that would let them recognize the root cause of the problem it would
the root cause of the problem it would
the root cause of the problem it would also humanize both sides giving students
also humanize both sides giving students
also humanize both sides giving students a chance to understand each other more
a chance to understand each other more
a chance to understand each other more restorative justice is not necessarily
restorative justice is not necessarily
restorative justice is not necessarily the answer to every form of misbehavior
the answer to every form of misbehavior
the answer to every form of misbehavior but it does use a holistic process to
but it does use a holistic process to
but it does use a holistic process to identify the psychological and
identify the psychological and
identify the psychological and environmental issues that prompt
environmental issues that prompt
environmental issues that prompt students to act out more effectively
students to act out more effectively
students to act out more effectively ending the cycle of bad behavior I
ending the cycle of bad behavior I
ending the cycle of bad behavior I volunteer in the kindergarten classroom
volunteer in the kindergarten classroom
volunteer in the kindergarten classroom where children are brought into a circle
where children are brought into a circle
where children are brought into a circle once a week to get comfortable with
once a week to get comfortable with
once a week to get comfortable with expressing their thoughts and feelings I
expressing their thoughts and feelings I
expressing their thoughts and feelings I found that after only a few sessions of
found that after only a few sessions of
found that after only a few sessions of restorative justice these five and six
restorative justice these five and six
restorative justice these five and six year olds were confronting class bullies
year olds were confronting class bullies
year olds were confronting class bullies and grades even higher than their own
and grades even higher than their own
and grades even higher than their own saying things like when you push me you
saying things like when you push me you
saying things like when you push me you gave me a boo-boo that made me sad and
gave me a boo-boo that made me sad and
gave me a boo-boo that made me sad and you really hurt my feelings when you
you really hurt my feelings when you
you really hurt my feelings when you knocked over my block tower besides the
knocked over my block tower besides the
knocked over my block tower besides the fact that these children are adorable
fact that these children are adorable
fact that these children are adorable they are doing something that many
they are doing something that many
they are doing something that many adults never even learn how to do
adults never even learn how to do
adults never even learn how to do they’re learning skills that will
they’re learning skills that will
they’re learning skills that will manifest into the way they treat others
manifest into the way they treat others
manifest into the way they treat others and deal with their own emotions overall
and deal with their own emotions overall
and deal with their own emotions overall increasing the positivity of their
increasing the positivity of their
increasing the positivity of their interactions now I’m a psychology major
interactions now I’m a psychology major
interactions now I’m a psychology major and if there’s one thing psychology
and if there’s one thing psychology
and if there’s one thing psychology majors love to do its throw out fancy
majors love to do its throw out fancy
majors love to do its throw out fancy terms to simplify behaviors or
terms to simplify behaviors or
terms to simplify behaviors or situations when it comes to immediately
situations when it comes to immediately
situations when it comes to immediately kicking a student out of school in the
kicking a student out of school in the
kicking a student out of school in the name of zero tolerance the term that I
name of zero tolerance the term that I
name of zero tolerance the term that I would use is self-fulfilling prophecy
would use is self-fulfilling prophecy
would use is self-fulfilling prophecy you see students tend to embody the
you see students tend to embody the
you see students tend to embody the labels that are imposed on them zero
labels that are imposed on them zero
labels that are imposed on them zero tolerance is linked to the term bad kid
tolerance is linked to the term bad kid
tolerance is linked to the term bad kid when students begin to wear that label
when students begin to wear that label
when students begin to wear that label on their forehead and believe that
on their forehead and believe that
on their forehead and believe that they’re bad kids they continue to
they’re bad kids they continue to
they’re bad kids they continue to misbehave and deviate simply because
misbehave and deviate simply because
misbehave and deviate simply because they’re led to think it’s just part of
they’re led to think it’s just part of
they’re led to think it’s just part of their nature restorative justice negates
their nature restorative justice negates
their nature restorative justice negates this negative self-fulfilling prophecy
this negative self-fulfilling prophecy
this negative self-fulfilling prophecy giving students the chance to work
giving students the chance to work
giving students the chance to work through their problems with a trained
through their problems with a trained
through their problems with a trained facilitator and to see that a
facilitator and to see that a
facilitator and to see that a disciplinary report does not define them
disciplinary report does not define them
disciplinary report does not define them a report from the International
a report from the International
a report from the International Institute of restorative practices
Institute of restorative practices
Institute of restorative practices explored evidence of decreasing
explored evidence of decreasing
explored evidence of decreasing disciplinary problems and schools that
disciplinary problems and schools that
disciplinary problems and schools that began using these progressive methods
began using these progressive methods
began using these progressive methods diet high school located in the south
diet high school located in the south
diet high school located in the south side of Chicago recorded a 46 percent
side of Chicago recorded a 46 percent
side of Chicago recorded a 46 percent decrease in the number of misconduct
decrease in the number of misconduct
decrease in the number of misconduct reports
reports
reports in an 82% decrease in the number of
in an 82% decrease in the number of
in an 82% decrease in the number of in-school arrests since they began using
in-school arrests since they began using
in-school arrests since they began using restorative justice and peace circles
restorative justice and peace circles
restorative justice and peace circles similarly Cole middle school in West
similarly Cole middle school in West
similarly Cole middle school in West Oakland found that implementing
Oakland found that implementing
Oakland found that implementing restorative justice from just 2005 to
restorative justice from just 2005 to
restorative justice from just 2005 to 2009 led to an 87 percent decrease in
2009 led to an 87 percent decrease in
2009 led to an 87 percent decrease in suspensions an expulsion dropped to zero
suspensions an expulsion dropped to zero
suspensions an expulsion dropped to zero these schools are successfully
these schools are successfully
these schools are successfully dissociating from zero tolerance and the
dissociating from zero tolerance and the
dissociating from zero tolerance and the numbers proven of course these are only
numbers proven of course these are only
numbers proven of course these are only two examples from the plethora of
two examples from the plethora of
two examples from the plethora of schools nationwide that have began
schools nationwide that have began
schools nationwide that have began sharing similar statistics about their
sharing similar statistics about their
sharing similar statistics about their own student bodies ladies and gentlemen
own student bodies ladies and gentlemen
own student bodies ladies and gentlemen this brings me to the heart of the
this brings me to the heart of the
this brings me to the heart of the matter
matter
matter one of the most detrimental impacts of
one of the most detrimental impacts of
one of the most detrimental impacts of zero-tolerance is the widening school to
zero-tolerance is the widening school to
zero-tolerance is the widening school to Prison Pipeline I became a volunteer in
Prison Pipeline I became a volunteer in
Prison Pipeline I became a volunteer in several prisons about two years ago and
several prisons about two years ago and
several prisons about two years ago and now six out of seven days a week you can
now six out of seven days a week you can
now six out of seven days a week you can find me in the prison throughout this
find me in the prison throughout this
find me in the prison throughout this time I have created some of the deepest
time I have created some of the deepest
time I have created some of the deepest human connections I have ever
human connections I have ever
human connections I have ever experienced
experienced
experienced with the men and women I work with we
with the men and women I work with we
with the men and women I work with we have shared very emotional and
have shared very emotional and
have shared very emotional and transparent moments in which they’ve
transparent moments in which they’ve
transparent moments in which they’ve told me their personal testimonies and
told me their personal testimonies and
told me their personal testimonies and from this I realized that many of the
from this I realized that many of the
from this I realized that many of the inmates were subjected to zero-tolerance
inmates were subjected to zero-tolerance
inmates were subjected to zero-tolerance policies let me introduce you to my dear
policies let me introduce you to my dear
policies let me introduce you to my dear friend
friend
friend Lolita Barthel Lolita was arrested at 16
Lolita Barthel Lolita was arrested at 16
Lolita Barthel Lolita was arrested at 16 years old on her school campus and is
years old on her school campus and is
years old on her school campus and is now nearing her 40th birthday in prison
now nearing her 40th birthday in prison
now nearing her 40th birthday in prison when I asked the Lita about the first
when I asked the Lita about the first
when I asked the Lita about the first time she was taken out of school without
time she was taken out of school without
time she was taken out of school without hesitation she would call the time when
hesitation she would call the time when
hesitation she would call the time when she wasn’t chosen to be in her
she wasn’t chosen to be in her
she wasn’t chosen to be in her kindergarten play so she drew a line
kindergarten play so she drew a line
kindergarten play so she drew a line across the chalkboard out of
across the chalkboard out of
across the chalkboard out of embarrassment of rejection this became a
embarrassment of rejection this became a
embarrassment of rejection this became a cycle Lolita would be hurt or rejected
cycle Lolita would be hurt or rejected
cycle Lolita would be hurt or rejected it would not know how to properly deal
it would not know how to properly deal
it would not know how to properly deal with her emotions because she was never
with her emotions because she was never
with her emotions because she was never taught how to Lolita struggled to find
taught how to Lolita struggled to find
taught how to Lolita struggled to find where she fit in she came from an area
where she fit in she came from an area
where she fit in she came from an area where gangs were prominent
where gangs were prominent
where gangs were prominent and she constantly found herself asking
and she constantly found herself asking
and she constantly found herself asking the question do I belong in school or do
the question do I belong in school or do
the question do I belong in school or do I belong in the game well after his
I belong in the game well after his
I belong in the game well after his series of suspensions and explosions
series of suspensions and explosions
series of suspensions and explosions lalita’s answer is quite clear school
lalita’s answer is quite clear school
lalita’s answer is quite clear school didn’t want her
didn’t want her
didn’t want her but the gang did Lolita school
but the gang did Lolita school
but the gang did Lolita school essentially gave up on her they did not
essentially gave up on her they did not
essentially gave up on her they did not take the time to address the fact that
take the time to address the fact that
take the time to address the fact that she had no parental connection
she had no parental connection
she had no parental connection whatsoever she was abused in horrifying
whatsoever she was abused in horrifying
whatsoever she was abused in horrifying ways and she was terribly financially
ways and she was terribly financially
ways and she was terribly financially insecure each of these factors
insecure each of these factors
insecure each of these factors influencing her actions I wonder if I
influencing her actions I wonder if I
influencing her actions I wonder if I learned all this about Lolita simply by
learned all this about Lolita simply by
learned all this about Lolita simply by lending her a listening ear how hard
lending her a listening ear how hard
lending her a listening ear how hard could it have been for schools to know
could it have been for schools to know
could it have been for schools to know the same the problem is schools often
the same the problem is schools often
the same the problem is schools often don’t listen many students miss
don’t listen many students miss
don’t listen many students miss behaviors are cries for help
behaviors are cries for help
behaviors are cries for help but rather than hear those cries with an
but rather than hear those cries with an
but rather than hear those cries with an open compassionate heart we shut them
open compassionate heart we shut them
open compassionate heart we shut them down with zero tolerance I want to be
down with zero tolerance I want to be
down with zero tolerance I want to be clear that Lolita does not blame zero
clear that Lolita does not blame zero
clear that Lolita does not blame zero tolerance for her decisions but it is
tolerance for her decisions but it is
tolerance for her decisions but it is undeniable that the policy fed into her
undeniable that the policy fed into her
undeniable that the policy fed into her inability to know who she was and where
inability to know who she was and where
inability to know who she was and where she belongs
she belongs
she belongs it’s difficult to create a definite
it’s difficult to create a definite
it’s difficult to create a definite explanation of the school to Prison
explanation of the school to Prison
explanation of the school to Prison Pipeline but what we do know is the
Pipeline but what we do know is the
Pipeline but what we do know is the importance of staying in school being in
importance of staying in school being in
importance of staying in school being in a learning environment does help prevent
a learning environment does help prevent
a learning environment does help prevent engagement in delinquency and crime if
engagement in delinquency and crime if
engagement in delinquency and crime if we were to use restorative justice as
we were to use restorative justice as
we were to use restorative justice as the first plan of action and keep
the first plan of action and keep
the first plan of action and keep students in school we may be able to
students in school we may be able to
students in school we may be able to thin out the school to Prison Pipeline
thin out the school to Prison Pipeline
thin out the school to Prison Pipeline substantially policy makers intended to
substantially policy makers intended to
substantially policy makers intended to heal schools with zero tolerance but
heal schools with zero tolerance but
heal schools with zero tolerance but instead made new deeper wounds clearly
instead made new deeper wounds clearly
instead made new deeper wounds clearly restorative justice as an alternative
restorative justice as an alternative
restorative justice as an alternative can enhance student interactions
can enhance student interactions
can enhance student interactions decrease disciplinary problems and limit
decrease disciplinary problems and limit
decrease disciplinary problems and limit the school to Prison Pipeline but in
the school to Prison Pipeline but in
the school to Prison Pipeline but in order for restorative justice to be
order for restorative justice to be
order for restorative justice to be successful it is imperative that every
successful it is imperative that every
successful it is imperative that every single administrator faculty member and
single administrator faculty member and
single administrator faculty member and teacher Buy
teacher Buy
teacher Buy in and change the culture of punitive
in and change the culture of punitive
in and change the culture of punitive punishment it is time we make this idea
punishment it is time we make this idea
punishment it is time we make this idea a reality and spread more effective
a reality and spread more effective
a reality and spread more effective disciplinary practices in schools
disciplinary practices in schools
disciplinary practices in schools throughout the nation that’s why it’s
throughout the nation that’s why it’s
throughout the nation that’s why it’s time to say outward zero tolerance and
time to say outward zero tolerance and
time to say outward zero tolerance and in with restorative justice
in with restorative justice
in with restorative justice [Music]
”
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