This summer’s whirlwind of social activism should change the conversation in schools: Shelly Saltzman - cleveland.com

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Guest columnist Shelly Saltzman is a longtime educator and school administrator who founded Citizens Leadership Academy 10 years ago. She retired in June 2019, and says that more than anything, she hopes that her legacy includes an evolution of our schools’ restorative practices, social emotional learning, outdoor leadership with a focus on stewardship of the earth, and mentoring students to be civically engaged leaders in high school, college and beyond.

A whirlwind of social change is mounting this summer: specifically, the intersection between the change necessitated by the COVID-19 pandemic and the racial justice movement that has finally gotten traction.

As this evolves, it is critical to promote the restorative justice movement in our schools and its role in larger social change moving forward. Restorative justice practices should be key social-emotional anchors as schools reopen, whether this fall or later in the school year. Further, the development of restorative discipline practices in schools should parallel the reimagining/repurposing/defunding of police in society.

The pandemic that has led to major family schedule disruptions, potentially sick family members and a tanking economy most certainly has led to anxious and fearful adults and children. And this is all amplified in communities of color.

For communities of color, particularly the Black community, this pandemic is especially terrifying, given the disparity in health delivery and thus illness outcomes.

At the same time, school communities are also impacted by the important pressure radiating from the anti-racism movement. School leaders and students alike are already beginning to explore, discuss and perhaps take action to promote racial justice.

However, powerful readings, film viewings and conversations will be emotional and potentially feed anxiety and trauma, especially for students of color and particularly for Blacks.

The confluence of the pandemic and the important new focus on anti-racist curricula underlines the importance of social-emotional learning. Social-emotional learning is an umbrella of relationship-building and support strategies, including mental health supports and trauma-informed practices.

Time in each school day (even in the remote school day) must be devoted to allowing students to express their fears and their passions.

Restorative justice discipline practices are social-emotional learning strategies that replace the traditional school discipline system. In the traditional system, punishments progress from demerits to detentions to suspensions to expulsions.

Students of color, and particularly Black students, are disproportionately punished in this type of discipline system, which means they miss time in class learning. This leads to worse academic outcomes, negative self-image and what educators and social scientists have deemed “a school-to-prison pipeline.” 

The traditional discipline mindset seems to be that punishment is the only way to right a wrong and teach a lesson, and that “these kids” need structure. In my mind, that traditional mindset is racist -- and that’s why it leads to the school-to-prison pipeline.

With restorative practice, students, teachers and sometimes parents are brought into thoughtful discussions (restorative conversations or restorative circles) so that the consequences are logical and meaningful.

It is a shift from thinking about punishment to thinking about repairing harm, supporting the victim and helping the rule breaker re-enter the community. Now is the perfect time to make that shift in our school communities.

There are many parallels between progressive discipline systems in schools and society’s police system. There is momentum for reallocating resources traditionally earmarked for police to education and social services.

In schools with restorative practice, those resources could go from having security guards and deans who simply enforce detentions, suspensions and expulsions to funding for more counselors, social workers and deans who hold restorative circles.

Evolving from traditional discipline to restorative practice in schools, and from police rule to a narrower role for police in society, will both be difficult, but each investment is worthy and timely.

Readers are invited to submit Opinion page essays on topics of regional or general interest. Send your 500-word essay for consideration to Ann Norman at anorman@cleveland.com. Essays must include a brief bio and headshot of the writer. Essays rebutting today’s topics are also welcome.

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This summer’s whirlwind of social activism should change the conversation in schools: Shelly Saltzman - cleveland.com
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