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Welcome to our Research Analysis Padlet!

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Welcome to our Research Analysis Padlet!

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Topic: Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs Instructions for Students:

1. Read the article carefully. Take note of the main ideas about restorative justice, inclusive practices, and socio-emotional skill development for children with special educational needs (SEN).

2. Create your own post under the appropriate column. Follow this format:

Title: Your Name + Reflection Title (e.g., Maria Santos – Restorative Justice in Action)

Part A: Summary – Write 3–4 sentences summarizing the main idea of the article.

Part B: Analysis – Answer: How does restorative discipline promote socio-emotional development of children with SEN?

Part C: Reflection – Answer: As a future educator/peacebuilder, how can you apply restorative discipline in your own practice?

Part D: Question for Peers – Post one open-ended question to invite discussion.

3. Engage with classmates: Reply to at least two peers with thoughtful comments, feedback, or real-life examples.

📅 Deadlines:

Initial Post: Start posting on October 1 and due on October 2, 2025 (11:59 PM)

Peer Responses: October 3, 2025 (11:59 PM)

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Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Creating a safe, nurturing, relational, and positive school-wide culture has always been challenging even in schools for regular children. With the pervading framework and principles of traditional punitive measures in school policies and culture,

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Be respectful and inclusive in your language.

Cite the article (APA style) if you quote or paraphrase directly.

Keep posts short but meaningful (max 300 words for your main post).

Avoid simple “I agree” comments—add new ideas or examples when replying.

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Prof. Villa – Restorative Practices Build Peace Summary: The article shows that restorative justice, when applied in inclusive schools, helps children with SEN build empathy and improve emotional regulation through dialogue circles and peer mediation.

Analysis: Restorative discipline fosters peace because it focuses on repairing harm rather than punishment. This allows students with SEN to practice self-awareness, communication, and problem-solving.

Reflection: As a future educator, I believe using restorative approaches such as class circles will help me create a safe and respectful classroom environment where every child feels valued.

Question for Peers: How can restorative justice be adapted to meet the needs of students with different types of special educational needs?

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Instructions:

1. Watch the TEDx talk carefully:https://youtu.be/tqktOiYG5NM?si=8WU8ogaQnEI4SVDR

2. Create a post under this column and answer the reflection questions below. Write 5–7 sentences for each question.

Q1: How do restorative justice practices like peace circles and peer juries create a more positive and inclusive school environment compared to zero-tolerance policies such as suspensions?

Q2: As a future educator or community leader, how might you apply restorative justice principles to support both academic achievement and peacebuilding in your own context?

3. Engage with at least 1 peer’s post by writing a meaningful comment (connect to their ideas, share an example, or respectfully raise a new perspective).

📅 Deadline:

Initial Post: October 2, 2025 (11:59 PM)

Peer Comment: October 3, 2025 (11:59 PM)

✅ Guidelines for Posting:

Be respectful and thoughtful in your answers.

Write in your own words (no copy-paste).

Keep your answers concise but insightful.

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Repairing our schools through restorative justice: Jean Klasovsky at TEDxWellsStreetED

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Sr. Ma. Regine Mae P. Tolentino- Restorative Justice as Practiced in School:  A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Sr. Ma. Regine Mae P. Tolentino- Restorative Justice as Practiced in School:  A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Summary: The article is for everyone, not only for those who are in the highest position in the education. Restorative justice is part of our humane, giving peace, cultivate peace and being steward of peace. It helps the learners especially those SEN in developing and improving the skills in outdoor activities. Also, they will be able to have more understanding and compassion towards others.

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Sr. Ma. Regine Mae P. Tolentino- Restorative Justice as Practiced in School:  A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Sr. Ma. Regine Mae P. Tolentino- Restorative Justice as Practiced in School:  A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Analysis: Restorative Justice and discipline allow students to have a positive relationship, development, and significant growth that children with special needs. It focuses on the development of self-awareness, self- management, social awareness, for the children to use their creativity while developing their cognitive, critical thinking, compassion, problem-solving skills, and emotional strengths.

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May Grace Dojoles - Restorative Practices in Action.

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May Grace Dojoles - Restorative Practices in Action.

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Restorative justice is an alternative to punitive discipline that focuses on accountability, dialogue, reconciliation, and healing rather than punishment. It can be implemented in schools through inclusive and collaborative practices such as mediation circles, socio-emotional learning programs, parent education, and community involvement, allowing students to develop empathy, problem-solving, and responsibility. MindHaven School in the Philippines has been practicing restorative justice since 1993 through its Inclusive Socio-Emotional Program, highlighted by initiatives like the “Bata Mo, Bata Ko” principle, socio-emotional classroom corners, creative dramatics, and collaborative teacher-parent approaches. These practices have helped children with and without special needs build socio-emotional skills, reduce conflict, and create a school-wide culture of peace and inclusion.

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Sr. Ma. Regine Mae P. Tolentino- Restorative Justice as Practiced in School:  A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Sr. Ma. Regine Mae P. Tolentino- Restorative Justice as Practiced in School:  A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Reflection: As a future educator/peace builder, I can apply these restorative justice and discipline in classroom by creating a safe, respectful, and well-guided environment toward my learners. Also, to help the learners in the classroom as a safe place for them, that they will not experience the negativity inside of the classroom.

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Sr. Ma. Regine Mae P. Tolentino- Restorative Justice as Practiced in School:  A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Sr. Ma. Regine Mae P. Tolentino- Restorative Justice as Practiced in School:  A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Question for peers: How can you manage the restorative justice, and discipline in the classroom if you yourself cannot do it?

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May Grace Dojoles - Restorative Discipline in Action 

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May Grace Dojoles - Restorative Discipline in Action 

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Restorative discipline promotes the socio-emotional development of children with Special Educational Needs (SEN) by shifting the focus from punishment to accountability, empathy, and relationship repair. Through restorative practices such as dialogue circles, emotion corners, and guided reflection, children develop self-awareness by identifying and expressing their emotions, self-management through practicing regulation strategies, and social awareness by understanding others’ perspectives. Additionally, these practices enhance relationship skills by fostering trust, cooperation, and conflict resolution, while encouraging responsible decision-making as children take ownership of their actions and their consequences. For learners with SEN, restorative discipline is particularly effective because it is personalized, consistent, and reinforced across school, home, and community settings, ensuring that socio-emotional learning is both meaningful and sustainable.

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May Grace Dojoles - Restorative Practices in Action 

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May Grace Dojoles - Restorative Practices in Action 

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As a future teacher, I will use restorative justice to create an environment in my classroom where students understand, respect, and take responsibility for their actions. Punishment is not always the answer to resolve conflict. Instead, I can use talking circles where my students can voice out and discuss how their actions can affect others, reflect on their actions, and think about what needs to be done to resolve the conflict. Additionally, I'll include socioemotional learning into everyday activities and collaborate with families to strengthen these habits. By doing this, it can transform tensions into chances for development, peacemaking, and reconciliation.

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Sr. Ma. Regine Mae P. Tolentino- TEDxReflection: Restorative Justice

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Sr. Ma. Regine Mae P. Tolentino- TEDxReflection: Restorative Justice

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1. Restorative Justice practice like peace circles and peer juries can foster to a more positive and well-guided inclusive environment by some of the things that can be emphasized like accountability and community and healing to all learners, unlike zero-tolerance policies of which I heard on the video that can give the learners a negative impact to their selves. Like doing the punishment in school, you are suspended and everything that can disconnect to the child in school. The zero-tolerance is not understanding, it is a conflict and can create conflict. Moreover, on the restorative justice learners can feel the belongingness to their classmates. It reduces also conflict and strengthens the atmosphere inside of the school and classroom, wherein teachers and students are connected and being at peace to each other.

2. As a future educator, applying restorative justice principles to support both achievement and peacebuilding can be a good tool and powerful way to promote peace and success towards learners. In supporting academic achievement can foster a safe and well-supported environment between the learners and teachers, the respect is there and especially the in between. It will strengthen the relationships and reduce misunderstanding between the teachers and learners. On the other hand, promoting peace inside the classroom/ school is totally good and significant nowadays. One of the examples of promoting peace is dialogue, the highest level of peace. So, as a future educator, these two applications is a way to the achievement of the goal that can promotes successfully both academic and peacebuilding.

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Restorative Disciplines aims to provide a solution to conflicts without the need for punishment. Practices like peace circles and peer juries create a more positive and inclusive school environment by focusing on collaborative discussion instead of exclusion. Students can openly share their perspectives, express their emotions and feelings, and work together to resolve conflicts. The peer juries allow students to take responsibility for their actions and make amends. Zero tolerance policy, such as suspensions, removes students from the learning environment, which often worsens the academic and behavioral issues, increasing the feeling of isolation. Students need to be supported and feel a sense of belonging. Restorative practice creates a more positive and inclusive school environment where conflict becomes an opportunity for growth rather than punishment.

As a future leader or community leader, I can create a safe space for students and people in the community where they can openly express their feelings and emotions. In here, they can share their experiences or reflect on their actions. I will focus on collaboration and problem-solving to address issues. By building strong relationships and teaching socio-emotional skills alongside academics, students can stay engaged, resolve conflicts constructively, and develop resilience. Practices like talking circles and peer support. Encourage collaboration, critical thinking, and empathy so that students will not only grow in knowledge but also as peacemakers in their own community.

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What is restorative justice and how is it different from punishment?

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May Grace Dojoles - Restorative Discipline in Action

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May Grace Dojoles - Restorative Discipline in Action

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How can teachers and parents work together to make restorative justice more effective for children?

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As a future teacher I should not only punish my students when they make mistakes but also guide them to learn from it. Restorative justice teaches us to focus on repairing harm and rebuilding relationships instead of just giving suspensions or punishments. If I become a teacher, I want to use activities like peace circles where students can talk, listen, and understand each other. This way, my classroom can be a safe and supportive place where students feel respected and responsible for their actions

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JHULEANA MAE PAYANAY-BUILDING PEACE THROUGH RESTORATIVE JUSTICE

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JHULEANA MAE PAYANAY-BUILDING PEACE THROUGH RESTORATIVE JUSTICE

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The study discusses how MindHaven School applies restorative justice in its inclusive program to support the socio-emotional growth of children with special educational needs. Instead of using punitive measures, the school promotes dialogue, accountability, and reconciliation to handle conflicts. Through activities like empathy classrooms, parent education, and collaborative teaching, children learn essential life skills such as self-management, empathy, and responsible decision-making

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JHULEANA MAE PAYANAY- BUILDING PEACE THROUGH RESTORATIVE JUSTICE 

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JHULEANA MAE PAYANAY- BUILDING PEACE THROUGH RESTORATIVE JUSTICE 

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Restorative discipline helps children with SEN develop socio-emotional skills by giving them opportunities to practice problem-solving, regulate emotions, and repair relationships. Rather than feeling isolated by punishment, students learn to express themselves and understand others. This process empowers them to grow socially and emotionally, while also fostering a sense of belonging and inclusion in the school community

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BUILDING PEACE THROUGH RESTORATIVE JUSTICE

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JHULEANA MAE PAYANAY- BUILDING PEACE THROUGH RESTORATIVE JUSTICE

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JHULEANA MAE PAYANAY- BUILDING PEACE THROUGH RESTORATIVE JUSTICE

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As a future educator, I plan to apply restorative justice by using approaches like conversation circles, guided reflection, and peer support in handling classroom conflicts. I believe these practices will not only resolve issues more effectively but also teach students empathy, accountability, and cooperation. By modeling fairness and compassion, I can build a positive classroom environment where students with diverse needs can thrive together

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JHULEANA MAE PAYANAY- BUILDING PEACE THROUGH RESTORATIVE JUSTICE 

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JHULEANA MAE PAYANAY- BUILDING PEACE THROUGH RESTORATIVE JUSTICE 

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What strategies can we use to make sure that restorative practices are effective even when students struggle to express their emotions or thoughts?

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 ANALYSIS: The article emphasizes that restorative justice is important for everyone, not just those in leadership positions in education. It promotes peace, compassion, and responsibility among learners. Students, especially those with special needs, benefit from developing skills in outdoor activities and learning to interact positively with others. Overall, it encourages understanding, empathy, and a culture of peace." 

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ERBHE B. PARRENO -  Restorative Justice as Practiced in School: A study of an Inclusive School's approach in Developing the Social -  Emotional Skills of Children with Special Need

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ERBHE B. PARRENO -  Restorative Justice as Practiced in School: A study of an Inclusive School's approach in Developing the Social -  Emotional Skills of Children with Special Need

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ERBHE B. PARRENO - Restorative Justice as Practiced in School: A Study of an Inclusive School's Approach in Developing Socio-Emotional Skills in Children with Special Education Needs

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ERBHE B. PARRENO - Restorative Justice as Practiced in School: A Study of an Inclusive School's Approach in Developing Socio-Emotional Skills in Children with Special Education Needs

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Restorative justice and discipline help students, especially those with special needs, build good relationships and grow as individuals. They teach children to understand themselves, manage their behavior, and be aware of others. These practices also encourage creativity and improve thinking and problem-solving skills. Overall, they help students develop kindness, empathy, and emotional strength.

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ERBHE B. PARRENO -  Restorative Justice as Practiced in School: A Study of an Inclusive School's Approach in Developing Socio-Emotional Skills in Children with Special Education Needs 

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ERBHE B. PARRENO -  Restorative Justice as Practiced in School: A Study of an Inclusive School's Approach in Developing Socio-Emotional Skills in Children with Special Education Needs 

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As a future teacher and peacebuilder, I want to make my classroom a safe and welcoming place for all students. Using restorative justice and fair discipline, I can guide students to take responsibility for their actions. I aim to create an environment where learners feel respected and supported. This helps prevent conflicts and makes the classroom a positive space for learning. In the end, it encourages students to cooperate, understand each other, and grow both academically and personally.

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ERBHE B. PARRENO - Restorative Justice as Practiced in School: A Study of an Inclusive School's Approach in Developing Socio-Emotional Skills in Children with Special Needs Education

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ERBHE B. PARRENO - Restorative Justice as Practiced in School: A Study of an Inclusive School's Approach in Developing Socio-Emotional Skills in Children with Special Needs Education

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How can you use restorative justice and keep discipline in the classroom if you don’t know how to do it?

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ERBHE B. PARRENO - Restorative Justice as Practiced in School: A Study of an Inclusive School's Approach in Developing Socio-Emotional Skills in Children with Special Needs Education

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ERBHE B. PARRENO - Restorative Justice as Practiced in School: A Study of an Inclusive School's Approach in Developing Socio-Emotional Skills in Children with Special Needs Education

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A. Restorative justice practices, such as peace circles and peer juries, focus on understanding, repairing harm, and building relationships. They encourage students to take responsibility for their actions and develop empathy toward others. Unlike zero-tolerance policies like suspensions, they do not simply punish students, which can isolate or stigmatize them. As a result, these practices create a more positive, inclusive, and supportive school environment for all learners.

B. As a future teacher or leader, I can use restorative justice to make the classroom a safe and respectful place. By talking and listening to each other, students can understand their mistakes and learn from them. This helps them get along better, solve problems, and focus on their studies. Working together and helping each other builds both learning and peace in the community.

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‎Airrah Abunawas - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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‎Airrah Abunawas - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Punishment doesn’t teach kids how to fix mistakes—restorative justice does. At MindHaven School, conflicts are resolved through empathy, responsibility, and dialogue, not suspensions. This inclusive approach helps children with and without special needs build self-awareness, social skills, and problem-solving abilities.

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Airrah Abunawas - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Needs

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Airrah Abunawas - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Needs

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Restorative discipline grows the socio-emotional muscles children with SEN need most: self-control, empathy, and accountability. Instead of being sidelined by punishment, they’re taught to name emotions, face the harm they caused, and repair relationships. For kids who often struggle with communication or behavior, this shift transforms discipline into belonging—helping them see themselves not as “problem students” but as capable, connected members of the community.

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‎Airrah Abunawas - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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‎Airrah Abunawas - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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As a future teacher, I refuse to run a classroom ruled by fear of punishment. Mine will be a space where conflicts are not hidden or silenced, but confronted and transformed. Students will learn to name their emotions, face the weight of their choices, and repair the harm they cause. Through circles, role-play, and shared accountability, I will teach them that empathy is strength and cooperation is power. Every child—especially those with special needs—will know they are not outsiders to be “managed,” but vital members of a community built on respect and peace.

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‎Airrah Abunawas - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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‎Airrah Abunawas - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Be honest: if school never punished mistakes but forced us to fix them, would we come out more responsible—or more reckless?

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‎Airrah Abunawas - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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‎Airrah Abunawas - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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A. In my opinion, peace circles and peer juries create a safer and more inclusive environment because they give every student a voice, especially those who are usually overlooked like children with special needs. Instead of being punished and pushed out through suspensions, students are guided to reflect, repair harm, and rebuild trust. This approach doesn’t just stop misbehavior—it teaches empathy, self-control, and accountability. Zero-tolerance policies might look like “discipline,” but in reality, they often break connections, lower self-esteem, and push students further away from school. Restorative justice, on the other hand, strengthens community and shows students they belong, even when they make mistakes. That sense of belonging motivates them to stay engaged in school and treat others with respect.

B. As a future teacher, I would apply restorative justice by designing a classroom where behavior challenges are seen as opportunities for learning, not punishment. Many of my students may struggle with communication, self-regulation, or social skills, so I would use peace circles, visual emotion charts, and role-play to help them process conflicts. Instead of sending a child out for misbehavior, I would guide them to reflect on what happened, express their feelings in ways they can manage, and work with peers to repair relationships. This approach directly supports academic achievement because students feel safe, included, and less anxious about making mistakes—conditions that help them stay focused on learning. By modeling empathy and accountability consistently, I can create a classroom culture where differences are respected, and every child knows they belong.

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Saporno Angel Feliz C. - Restorative Justice as Practiced in school: A study of an Inclusive School's Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

The article discusses how MindHaven School in the Philippines has been practicing restorative justice through its Inclusive Program since 1993. Unlike traditional punitive measures, this approach focuses on creating a safe, nurturing, and positive school culture. Restorative justice in the school’s socio-emotional program helps both children with and without special needs build empathy, responsibility, and strong relationships. The program has shown significant growth in students’ socio-emotional skills and promotes collaboration within the school community.

Restorative discipline supports the socio-emotional development of children with special educational needs (SEN) by teaching them how to understand the impact of their actions, communicate effectively, and take responsibility. Through guided discussions and conflict resolution activities, students develop empathy, social skills, and problem-solving abilities. This approach encourages self-awareness and confidence, which are essential for children with SEN to interact successfully with their peers and the broader school community.

As a future educator, I can apply restorative discipline by focusing on relationship-building rather than punishment. I would create activities that allow students to express their feelings, reflect on their actions, and collaboratively solve conflicts. This approach can help foster a safe and inclusive classroom where all students, including those with SEN, can develop essential socio-emotional skills and learn to work respectfully with others.

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Bayoneta, Uriel - Restorative Practices in School

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Bayoneta, Uriel - Restorative Practices in School

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The article examines how MindHaven School, an inclusive school in Roxas City, applies restorative justice practices to address conflicts and promote socio-emotional development among children with and without special needs. Instead of using punitive measures, the school uses empathy-based practices like parent education programs, “roots of empathy” classrooms, restorative circles, creative dramatics, and collaborative teacher-parent-community engagement. Findings reveal that restorative justice helps students develop self-awareness, self-regulation, relationship skills, and responsible decision-making. Stakeholders—including teachers, parents, and students—reported that this approach nurtures a culture of peace, accountability, and empathy within the school community

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This research is strong in its qualitative depth, using interviews, observations, focus groups, and documentation to capture diverse perspectives. The article highlights how restorative justice is not just theoretical but embedded in concrete classroom and community practices. A major strength is how it shows collaboration among parents, teachers, and students. However, being a single case study limits its generalizability to other schools in the Philippines. Moreover, while rich in narrative, the study lacks quantitative measures to demonstrate long-term socio-emotional outcomes, making it harder to prove effectiveness beyond anecdotal and observational data.

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As a future SPED teacher, I find this study inspiring because it reframes discipline into an opportunity for growth rather than punishment. It shows how children with special needs can thrive socially and emotionally when given tools like restorative conversations and empathy-driven activities. I also realize the importance of involving parents and the wider community in fostering socio-emotional learning. However, I wonder how such intensive programs can be scaled in public schools with limited staff and resources. This article challenges me to think about adapting restorative justice principles in small, practical ways even in resource-constrained classrooms.

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How do you think restorative justice practices can be applied in large public schools where teachers already handle overcrowded classrooms?

Which restorative practice described in the study (parent programs, empathy corners, creative dramatics, or community involvement) do you believe would be most effective in your own classroom, and why?

Do you agree that restorative justice can fully replace punitive discipline, or should both approaches coexist?

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Cassandra Gerardine A. Marcial- Restorative Justice as Practiced in School:  A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Cassandra Gerardine A. Marcial- Restorative Justice as Practiced in School:  A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Restorative Justice as Practiced in School is an effort to show how a specific school in the Philippines practices restorative because it focuses on the availance of soci-emotional growth for its children with special educational needs. It reflects many practices such as parent involvement, empathy building, and collaborative problem-solving to these purposes: lessen conflicts and improve student behaviors. Restorative studies help, as mentioned in this article, create a safe, inclusive, and respectful environment where learner, especially the special needs one, feels valued and understood. In the end, everything touted such gets strengthened relations within a school and peacebuilding.

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Cassandra Gerardine A. Marcial- Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Cassandra Gerardine A. Marcial- Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Restorative discipline helps nurture the socio-emotional development of special educational needs learners by creating a supportive and inclusive environment where their voice can be heard, accepted, acknowledged, and respected. It provides SEN learners with opportunities for self-reflection, to cultivate a perspective-taking attitude, and to navigate conflict situations constructively, experiences that will assist them not only in school but, even more importantly, in the wider context. It is from a foundation of feeling safe and validated that positive social interactions among SEN learners and peers and teachers can nurture the latter's confidence and emotional resilience.

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Cassandra Gerardine A. Marcial- Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Cassandra Gerardine A. Marcial- Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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As a future educator/peacebuilder, I will actively employ restorative justice to establish a classroom culture where empathy, respect, and free expression thrive. Instead of punishment, I will apply restorative circles and dialogue to resolve conflicts by allowing students to express their feelings, take responsibility, and repair the harm. I will also engage students in making decisions, instilling in them a sense of worth and accountability for their actions. This not only establishes valuable relationships but also teaches the students skills.

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Cassandra Gerardine A. Marcial- Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Cassandra Gerardine A. Marcial- Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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How can restorative justice practices be adapted to meet the diverse emotional and behavioral needs of students with special educational needs in an inclusive classroom?

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Cassandra Gerardine A. Marcial- Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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Cassandra Gerardine A. Marcial- Restorative Justice as Practiced in School: A Study of an Inclusive School’s Approach in Developing the Socio-Emotional Skills of Children with Special Educational Needs

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1. Restorative justice practices, such as peace circles and peer juries, emphasize the repair of relationships while investigating the root causes of behavior and the exercise of accountability rather than just punishing the students. In stark contrast to zero-tolerance administrative actions frequently forcing students out of schools through suspensions and into feelings of isolation, restorative approaches actively engage students into the life of the school community. These practices invite empathy and active listening, respect for one another, and providing a platform for everyone to express their feelings and pursue practical solutions. Such inclusive processes allow trust build-up between students and teachers, lessening the chances for repeated conflicts. Dialogue and understanding foster a sense of belonging and safety, especially for marginalized students, among them those with special educational needs. Ultimately, this enhances a school culture characterized by support and respect, one that fosters growth rather than punishment.

2. The principles of restorative justice can be lifesavers in the future classroom where I serve as a teacher, it can safely attract openness and accountability from students. Daily or weekly check-ins and peace circles, for example, would tighten bonds and provide channels for surfacing issues before they escalate. During any conflict, the students will be helped to reflect and assert accountability in an empathetic way rather than punishment dispensation. Such a learning atmosphere will create room for developing students emotionally and being more likely to keep learning engaging and active participation in class. I will also make use of the family and community circuits to come about a uniform and culturally responsive discipline and support system. I would want to enrich learning experiences practically to serve a student population that will end up virtuous, accountable, and at peace in their communities.

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Ayesha Caspe - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Social-Emotional Skills of Children with Special Educational Needs

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Ayesha Caspe - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Social-Emotional Skills of Children with Special Educational Needs

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The article explains how MindHaven School practices restorative justice to help students, especially those with special needs, develop important socio-emotional skills like empathy, responsibility, and self-awareness. Instead of using punishment, the school turns conflicts into opportunities for learning and healing, creating a culture of peace and understanding. What struck me is how this approach shows that education is not just about academics, but also about shaping children to be compassionate and caring individuals.

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Ayesha Caspe - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Social-Emotional Skills of Children with Special Educational Needs

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Ayesha Caspe - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Social-Emotional Skills of Children with Special Educational Needs

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Restorative discipline allows SEN learners to grow not only in behavior but also in empathy and self-awareness. By turning mistakes into meaningful lessons, students are guided to take responsibility and rebuild relationships instead of simply receiving punishment. This approach nurtures a caring school environment where every child feels valued and supported, reminding us that true education is about shaping both the mind and the heart.

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Ayesha Caspe - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Social-Emotional Skills of Children with Special Educational Needs

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Ayesha Caspe - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Social-Emotional Skills of Children with Special Educational Needs

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Reading about Restorative Justice really made me think about the kind of teacher I want to be in the future. Even as a pre-service teacher, I realize how important it is to guide students with understanding rather than just punishing them when they make mistakes. I want to create a classroom where students feel safe to share their thoughts and ideas, reflect on their actions, and learn how to make things right. Teaching isn’t just about lessons or grades—it’s also about helping students learn in other ways, grow socially and emotionally, and build strong, positive relationships within the classroom. This approach encourages empathy, responsibility, respect, and openness that they can carry with them beyond school.

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Ayesha Caspe - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Social-Emotional Skills of Children with Special Educational Needs

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Ayesha Caspe - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Social-Emotional Skills of Children with Special Educational Needs

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How can teachers adapt restorative justice for students with different learning or behavioral needs?

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Ayesha Caspe - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Social-Emotional Skills of Children with Special Educational Needs

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Ayesha Caspe - Restorative Justice as Practiced in School: A study of an Inclusive School's Approach in Developing the Social-Emotional Skills of Children with Special Educational Needs

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Q1: How do restorative justice practices like peace circles and peer juries create a more positive and inclusive school environment compared to zero-tolerance policies such as suspensions?

Imagine a classroom where every student feels heard, valued, and understood. Restorative justice practices, like peace circles and peer juries, transform this vision into reality. Instead of isolating students through suspensions, these practices bring them together to reflect on their actions, understand their impact, and collaboratively find ways to make amends. It's not about punishment; it's about healing and growth. For educators, this approach fosters a nurturing environment where relationships are strengthened, trust is built, and every student has the opportunity to learn from their mistakes. It's a shift from a culture of exclusion to one of inclusion, where every voice matters, and every student has a chance to thrive.

Q2: As a future educator or community leader, how might you apply restorative justice principles to support both academic achievement and peacebuilding in your own context?

As you embark on your journey as an educator, envision a classroom where empathy, accountability, and respect are at the forefront. By integrating restorative justice principles, you can create a space where students feel safe to express themselves, take responsibility for their actions, and support one another. This approach not only addresses behavioral issues but also fosters a positive school culture that enhances academic achievement. When students feel connected and valued, they are more engaged in their learning and more likely to succeed. As a community leader, embracing restorative practices means leading by example, demonstrating compassion, and building a community where everyone works together towards common goals. It's about creating an environment where peace isn't just the absence of conflict but the presence of understanding and cooperation.

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Restorative discipline promotes the socio-emotional development of children with Special Educational Needs (SEN) by focusing on building relationships, empathy, and accountability rather than punishment. It helps children understand the impact of their actions, express their feelings in appropriate ways, and develop problem-solving and conflict-resolution skills. Through restorative conversations and inclusive practices, children with SEN feel valued, supported, and part of the community, which strengthens their emotional regulation, self-awareness, and social skills.

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As a future educator and peacebuilder, I can apply restorative discipline by creating a classroom environment that values respect, empathy, and open communication. Instead of focusing on punishment, I will prioritize dialogue, understanding, and repairing harm when conflicts arise. I will facilitate restorative conversations where students can express their feelings, listen to others, and take responsibility for their actions. By modeling patience and fairness, I can help students learn important social and emotional skills, build stronger relationships, and create a safe and supportive learning community for everyone.

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As a future educator and peacebuilder, I can apply restorative discipline by creating a classroom environment that values respect, empathy, and open communication. Instead of focusing on punishment, I will prioritize dialogue, understanding, and repairing harm when conflicts arise. I will facilitate restorative conversations where students can express their feelings, listen to others, and take responsibility for their actions. By modeling patience and fairness, I can help students learn important social and emotional skills, build stronger relationships, and create a safe and supportive learning community for everyone.

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If I find myself struggling to apply restorative justice and discipline in the classroom, I will start by acknowledging my limitations and seeking support from mentors, colleagues, or school counselors. I will commit to learning more about restorative practices through training and self-reflection so I can grow in this area. I’ll focus on building strong relationships with my students, setting clear expectations, and creating a safe space where open communication is encouraged. By taking small, consistent steps and asking for guidance when needed, I can gradually develop the skills and confidence to manage my classroom in a restorative and effective way.