The Restorative Justice Curriculum at Cambridge Friends

Addressing Conflict in a Circle of Community

 

Sami Martasian is an Art teacher at Cambridge Friends School, but visual art is not all Sami teaches during the school day. Along with the CFS teachers and staff, Sami has been working to implement a robust Restorative Justice curriculum at CFS for students in grades 3 through 8, seeking ways to reconsider how students and teachers can come together to address conflicts and resolve them.

 

The teachers across all of CFS have found the work of Restorative Justice to be deeply aligned with the Quaker Values which lie at the heart of Cambridge Friends School.  Both philosophies believe in the light and goodness in all people and take external factors into consideration when creating an intentional community that feels safe for everyone.

 

Starting in Grade 3, students are introduced to the practice of Restorative Justice in resolving conflict.  Through the bonds of deep listening, listening to the speaker, and in getting to know one another deeply through listening and sharing, a circle of community is formed. The children are taught the terminology and practices of Justice Circles, and self-awareness naturally grows from these circles. 

 

The community circles expand the empathy and social emotional awareness of the children and then it spills into their academic work.  This self-awareness, grown in the community circles, enables deeper discussions so that the teachers can understand how best to support the kids.

Sami’s work with the children in Art Class includes discussions and questions that ask the kids to think about what was difficult, what was hard, what worked and helps them learn a dialogue of sharing about deep feelings about expectation and accomplishments.

 

“We don’t shy away from conflict.  We welcome it and work to reach resolution.  We know that resolution does not look the same every time and we’re here for it.”

 

When a conflict arises, the students learn that they can ask for a Justice Circle.  This year the middle school has convened a Justice Circle whenever the kids felt that they had a conflict that needed to be discussed.  Since conflicts big and small are part of being in a learning community, students find language and practice through Justice Circles to address and repair harm. 

 

The circle, and its members, have tools that can allow the students to reflect, make a safe place for discussion, and make a plan to implement changes.  Teachers and school administrators are always part of each circles as guides, but often find the students are able to find their voices or apply their learning without much help. There are discussions about expectations and consequences, and all members of the circle have a respected voice.

 

CFS has conducted Justice Circles at all grade levels, sometimes in small groups, and sometimes including the whole class or grade.  “There is no size that fits all for Justice and we are flexible.  We do what is needed to heal and help.  We teach the students to slow down and understand the heart of the problem and this is where the healing begins.  When the students trust each other and trust their teachers this is where the learning happens,” Sami says.

 

The Quaker practices at CFS have an inclusive approach and rely on core values that are also part of Restorative Justice.  It is inherent in the values of CFS to ensure the students feel respected and heard, and the Restorative Justice protocols are further instilling these values into the community.

 

Sami feels that the outcome of incorporating these principles is that there are fewer sharp situations in school.  “We don’t shy away from conflict.  We welcome it and work to reach resolution.  We know that resolution does not look the same every time and we’re here for it.”

 

Talking pieces made by students at Cambridge Friends School