SoRo Students Learn From
‘Restorative Justice Panels’

South Royalton School students are in their fourth year of using Restorative Justice panels to help their peers understand the impact that poor decisions can have on themselves, the person they harmed, and the school community.

Can students actually benefit and learn from their mistakes? Twenty-four students who were trained by a joint effort of the Vermont Department of Corrections and the staff at South Royalton School think students benefit greatly by facing the problem instead of more typical consequences like suspensions and detentions.

"The program is gaining momentum across the US and also at South Royalton School," says Assistant Principal, Joe Eno. "Students want to be involved and they offer so much positive energy. The training this year was a one-day training. We used the Cortina Inn. I trained the students along with two Department of Corrections trainers, Carl Roof and Chris Dinnen.

Eno explained that the training consists of a review of who is impacted when someone harms someone. It’s usually the harmed, the person who causes harm, and the community (school community or the community itself).

Eno noted that the panel process consists of establishing common ground, the parties getting a full understanding of what happened, and reaching an agreement on how to make it right or correct the problem (usually an understanding of the full consequences or impact is reached here). The parties reconvene at a later date, determined by the group, in order to guarantee that all students have been held accountable for their part in the agreement.

"The student or students are accepted back into the student body with respect because they chose this method of dealing with the issue," Eno added. "Often a student might be suspended, come back to school, and not be looked at with regard whatsoever...which does not lend well to being prepared to learn for any of us."

Examples of matters dealt with by this process include theft, vandalism, harassment/bullying behavior, disruptive behavior, disrespect, and even violence.

"Last year, two students broke into a locked classroom during the day," Eno recalled. "The students were caught, and even though they had no intention of theft, issues of trust, respect, and destruction of school property were brought forward. The panel consisted of an administrator, head custodian, classroom teacher, advisors, students who caused the harm, a student leader, a student recorder, and three student panel members. The parents were called and were in full support of this process.

"Both students heard from the adults and their peers and, until you witness student reactions, you would never believe just how much of a teachable moment this process really is. It is incredible to see," Eno said. "We average about two or three panels a month. The process allows us to reach students who otherwise might continue to repeat their behaviors."

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