Restorative Practices:
“An emerging social science that studies how to strengthen relationships between individuals as well as social connections within communities. The purpose of restorative practices is to build healthy communities, increase social capital, decrease crime and antisocial behavior, repair harm and restore relationships.” (Reference: International Institute of Restorative Practices)
| Title | Document Type | |
|---|---|---|
DRC Guidance Pages |
||
| The systemic integration of social and emotional learning (SEL) into district priorities ensures that it will become a vital component of what makes the district, schools, and students successful. View process information here. | ||
| Adopting an evidence-based program is one of the key strategies for providing consistent social and emotional learning (SEL) opportunities for all students. | ||
| Social and emotional learning (SEL) is reinforced and sustained when districts, families, and community partners align and work together. View process information here. | ||
| The systemic integration of social and emotional learning (SEL) into district priorities ensures that it will become a vital component of what makes the district, schools, and students successful. | ||
| Successful districtwide social and emotional learning (SEL) implementation is more effective when districts also cultivate adults’ SEL and cultural competencies. View process information here. | ||
| Clear, ongoing communication helps build awareness, promotes social and emotional learning (SEL) in classrooms and schools, and makes the case for investing in SEL. | ||
| Adopting an evidence-based program is one of the key strategies for providing consistent social and emotional learning (SEL) opportunities for all students. View process information here. | ||
| The ten indicators of schoolwide social and emotional learning (SEL) provide districts and schools with evidence of high-quality implementation in the classroom, school, family, and community. | ||
| Effective professional learning ensures that district staff understand social and emotional learning (SEL) and how to support systemic implementation. View process information here. | ||
| When district staff feels a sense of community and shared purpose, they can engage more deeply in social and emotional learning (SEL). View process information here. | ||