Building a Trauma-Informed Restorative School: Skills and Approaches for Improving Culture and Behavior

by Joe Brummer, Margaret Thorsborne (Contributor)

Covering both theory and practice, this book will teach educators everything they need to know about developing restorative practices in their education settings, in a way that is also trauma-informed.The first part of the book addresses the theory and philosophy of restorative approaches, and of trauma-informed and trauma-sensitive schools. The second part outlines the five restorative skills (mindfulness, honest expression, empathy, the art of asking questions and the art of requests), what they look like in practice (including using circles, respect agreements and restorative dialogue), and how to implement them. Every strategy is clearly explained and adapted to be appropriate for children and adults who have experienced trauma.Everything the book discusses has been especially designed to be adapted for different school settings and their particular challenges.

Genres: Education, Professional Development

242 pages, Kindle Edition

Published December 21, 2020

Reviews

[Camille · Rating 3 out of 5]

Fresh-in-the-field 22 year old me would have gobbled this up, but veteran-teacher me has a different response now that I understand the realities of being a public school teacher. I'm not sure if it's because of burnt out or what, but the suggestions in this book seem unrealistic given the lack of funding for schools. Also, if I used some of the phrasing provided as examples with my students - I would not be taken seriously. He had some contradicting advice too - one paragraph he was saying something then on the next page he was saying why we shouldn't do that.

I did find the section on language important though. He didn't touch on this at all, but I'm going to try to implement those restorative justice practices into the IEP documentation I write and the IEP meetings I facilitate.

This is my school's book club, and I think I'm going to get more out of the discussion rather than a solo read - I'm excited about that.

[Blake Loomis · Rating 3 out of 5]

Started off really, really strong. But I soon began to wonder why there was no mention of critical race theory or anti racist education in conjunction with the trauma I formed restorative justice. And then I just started doubting the validity and cultural relevancy.


There were some solid ideas and suggestions but it also ended up getting a little gimmicky. But great lit reviews.

[Jacob · Rating 2 out of 5]

A great concept that felt under-developed and simplistic. Very few concrete examples throughout most of the book made the framework feel fluffy and perhaps unhelpful at times. Most of it felt like repackaged common sense.

Anyone with a rudimentary psych background and/or experience w circles and active listening will have little to gain here

[Janet Fox · Rating 5 out of 5]

This book is an excellent read and a comprehensive approach to restorative practices. The author shows the connections between restorative practices, mindfulness, trauma informed schools, non-violent communication, and Ross Greene's work, Collaborative & Proactive Solutions (CPS). He integrates restorative practices in a holistic and practical way. This book is a HIGHLY recommended read for anyone wanting to better understand restorative practices, integrate it with equally important approaches, and have a practical guide for moving forward in the most humane way possible in educating our young people.

[Alondra · Rating 4 out of 5]

While I am not 100% ready to implement some of this, this book left me with a lot to reflect on as the school year begins. In particular: universal precautions, nonviolent communication requests, and circles in a secondary classroom.

[Elizabeth · Rating 4 out of 5]

Comprehensive.

[Natalie Wenzel · Rating 4 out of 5]

Redwood professional development

[Toya Glen · Rating 5 out of 5]

I learned much from reading this book, and I'm excited about the possibilities! This Is a great read for anyone in education looking to start the process of building a trauma-informed school structure and culture.