re-engage staff and students in building a school community and climate centered in joy and connection, while humanizing interactions both in and outside of classrooms
Integrating Restorative Practices
Like other schools across the state and nation, Brattleboro Area Middle School (BAMS) has struggled with increased levels of bullying/harassment, missed class time, and hurtful behaviors. We are all looking for ways to effectively support students and staff to prevent harm, disengagement, and burnout.
After some personal experiences and seeing examples of relationships repaired with accountability and learning rather than a punitive/exclusionary response, I centered my Rowland Fellowship work on integrating restorative practices at BAMS.
Our Collaborative Work Group (CWG) is leading a schoolwide project to strengthen relationships, community, and sense of belonging, while shifting how we respond to harm so we create a climate of joy and connection. We are building a system for restoratively approaching conflict, as well as training staff and students to lead restorative (and community-building) circles. We will continue to create community agreements across the building, and bolster community- and relationship-building through our Advisory program, Developmental Designs. The CWG has already led several faculty meetings, and is continuing our restorative professional development for staff. We are also creating more restorative student leadership opportunities such as the restorative skills class started in spring 2026. At our school, a restorative team manages referrals, while also facilitating restorative conversations and circles. Together we aim for increased community belonging, resilience, accountability & support, stronger student voice, and a school where people are humanized and connected.
Students learn best when they feel safe, seen, and respected. As one CWG member put it, “Building strong positive and trusting relationships within the community, in and out of school, should be the #1 priority of a public school.”
Another BAMS Educator and CWG member shared, “I had such an amazing circle with my 8th grade class. I am so proud of them and how they responded, checked their anger, and made some really powerful connections to their choices and how they affect their lives. They could have made this VERY difficult but they were respectful and thoughtful in their responses. I think that’s because they felt safe and trusted me…every time we meet, trust builds between us.”