Issue link: http://educator.cta.org/i/1175948
restorative approach when it comes to student behavior and discipline. The school's former detention room is now the "Reflection Room," stocked with pages to color, books to read, timers and quiet corners with beanbags. ere is even an empty cabinet for students who have experienced security- related trauma to hide in and feel safe. Any student can ask to go to the Reflection Room or walk the labyrinth painted on the blacktop just outside when they feel particularly frus- trated or need some space. e restorative approach to discipline means less punitive measures to change unwanted behaviors and more time spent understanding why these behaviors are occurring. "We don't send kids to the office anymore. at just doesn't happen," says Bennett, also a JTA member. " We're building trust and relationships. We want them to know we are here for them and they can go to adults when they need help." Restorative approaches to discipline engage students in repairing situations and relationships harmed by their behav- ior, showing them that they are valued members of the school community. e first year that James- town implemented the restorative practices, suspensions dropped more than 40 percent. " Yo u'r e v a l u i n g t h e k i d s ," s a y s t e a ch er Greg Ha n e y, pre si d ent of JTA. "If they 're not in class, they 're not learning." This restorative approach played out during an incident that would tra- ditionally mean an immediate referral to the principal's office and likely out- of-classroom discipline, when a student admitted to urinating in the restroom sink. e student was escorted to custodian Jim Kasper, who engaged the boy about what happened and why before asking him to make amends by donning rubber What Is a Trauma-Informed School System? I N T R A U M A - I N F O R M E D schools, all educators, school staff, administrators, students, families and community members recognize and respond to the behavioral, emotional, relational and academic impact of traumatic stress on those within the school system. These schools address impacts of trauma exposure on students and educators directly, resist punitive responses, and provide practical skills and support to manage traumatic stress reactions. Ways to integrate trauma-informed approaches into schools include strategic planning, professional development, direct inter- vention with traumatized students, and building knowledge and communication focused on creating and supporting environments that best enhance educational achievement. The 10 core areas: • Identifying and assessing traumatic stress • Addressing and treating traumatic stress • Teaching trauma education and awareness • Having partnerships with students and families • Creating a trauma-informed learning environ- ment (social-emotional skills and wellness) • Being culturally responsive • Integrating emergency management and crisis response • Understanding and addressing staff self-care and secondary traumatic stress • Evaluating and revising school discipline poli- cies and practices • Collaborating across systems and establishing community partnerships Source: National Child Traumatic Stress Network Above, Jamestown's labyrinth; left, essential oils freshen a classroom. 23 O C T O B E R / N O V E M B E R 2 019 Adrian Nickols Melissa Miotti leads her students on a mindfulness exercise to give them some space between recess and class time.