Podcasts about Restorative practices

Gráinne Regan from Mary Immaculate College, Ireland, joins guest host Dr. Michael Hemphill to discuss the article Restorative Practice in PE? Implementing Restorative Approaches in the Irish Primary Physical Education Classroom, published with Michelle Dillon and Richard Bowles. They discuss how one Irish primary school teacher used restorative practice (RP) to support children's social wellbeing in PE, and what this meant for the teacher's own professional identity and development.Full Cite: Regan, G., Dillon, M., & Bowles, R. (2026). Restorative practice in PE? Implementing restorative approaches in the Irish primary physical education classroom. European Physical Education Review, 1–18. https://doi.org/10.1177/1356336X261423791

In this episode of Restorative Works, host Claire de Mezerville Lopez is joined by Deanna Zilske, school leader, theater director, and restorative practitioner, to explore the powerful intersection of restorative and embodied theater practices. Drawing from her work with a community of educators, artists, and practitioners, Deanna shares how integrating narrative practices, such as compassionate witnessing and reauthoring maps, with movement, voice, and improvisation can deepen storytelling, empathy, and connection. When words are not enough, the body becomes a powerful tool for expression, allowing individuals to explore lived experiences, trauma, and preferred futures in ways that feel both accessible and transformative.  Deanna also shares moving examples from the group's experience, illustrating how embodied storytelling can support healing, release, and reconnection, both with oneself and with others. As one participant reflected, the process created an opportunity to listen differently and to carry others' stories with greater care and empathy.  Deanna Zilske currently serves as the Principal at Jaffrey Grade School in Southwestern New Hampshire. Before that, Deanna served as Principal at Keene Middle School and as a Principal and Instructional Coach at Harrisville-Wells Memorial School. In addition to her work in education, Deanna currently directs the Lions Club Foundation's annual Summer and Winter Musicals. Before moving into administration, Deanna built her foundation with ten years of classroom teaching experience and a background in theatre and arts education. She holds a Master of Science in Restorative Practices, alongside Graduate Certificates in Relational Facilitation for Healing Trauma and Change Implementation in Organizations and Social Systems from the International Institute for Restorative Practices. In addition, she holds a CAGS in Education Administration, an MTA in Elementary Education, and a BA in Theatre Arts. Tune in to discover how embodied theater practices can expand restorative work, opening new pathways for expression, understanding, and collective transformation.

We are joined by Program Manager in the Office of Diversity and Inclusion at Southern New Hampshire University (SNHU) Jen Torres, to explore what sustainable, system-wide implementation of restorative practices in higher education really looks like.   Jen brings a practitioner's lens to a challenge many institutions face: how to move from reactive, discipline-focused approaches toward proactive, relationship-centered campus communities. She walks us through SNHU's three-year restorative practices implementation process that brings theory to life through real-life examples. From using AI tools to audit communication for relational language to tracking real-time shifts in restorative practices approaches with students, these stories demonstrate how innovation and human-centered practice can coexist and thrive.  On the topic of the use of AI, Jen reminds us that technology can enhance efficiency, but it cannot replace human connection. In an era of eroding trust, restorative practices become essential to rebuilding and maintaining strong relationships.   Jen M. Torres serves as program manager, social justice advocate, and liberatory learning designer for SNHU's Office of Diversity and Inclusion. With over 16 years of experience across education, nonprofit, and corporate sectors, Jen founded SimplyLead, LLC, and specializes in antiracist practice, conflict transformation, restorative practices, and liberatory approaches to leadership and culture repair. Her work centers on dismantling systemic inequities while helping teams and institutions move through conflict with honesty, accountability, and care. Known for blending deep relational practice with clear strategy, Jen designs and facilitates spaces that are brave, grounded, and action-oriented. Through workshops, leadership development, and collaborative learning experiences, she helps teams build cultures rooted in belonging, shared responsibility, and lasting change, where conflict is engaged as an opportunity for growth, learning, and collective transformation.  Tune in to discover what it takes to truly weave restorative practices into the fabric of higher education.  

We are joined by Lan Nguyen and Jennifer Vermillion, two restorative justice leaders who take us beyond surface-level change to discover what it truly takes to sustain restorative practices in schools and communities across complex educational systems.  Together, they unpack a critical tension facing educators and administrators today: why restorative practices are widely embraced, yet so difficult to sustain. Lan challenges the urgency-driven culture that dominates schools, calling for a strategic shift that asks school leadership to do less, go deeper, and prioritize meaningful transformation over constant initiative overload.   Jennifer builds on this foundation, emphasizing embodiment over checkbox implementation. She highlights that educators are often expected to practice restoration without ever experiencing it. The result? Burnout, skepticism, and initiatives that fade fast. She argues that real change begins when individuals and systems align and when restorative practices are lived, not just learned.  Jennifer is a project specialist with the San Diego County Office of Education, providing professional learning and coaching on restorative practices and implementation. Before working with the County Office, Jennifer spent 5 years with a non-profit, supporting schools in San Diego with their restorative practices implementation, training, and student leadership initiatives. She provided direct services in addressing conflict issues between students, families, and school staff through a restorative justice model that kept youth out of the justice system. She received her bachelor's degree in psychology and her master's degree in peace and justice studies.  Lan is a futurist, educator, and leader who is passionate about designing and implementing more liberatory ways of engaging, teaching, and leading in schools. In her work, she critiques and examines systems of power, applies participatory and humanizing approaches to systems change, and uses a decolonial lens to understand issues of educational and social inequity. Lan has held diverse roles in K-12 education, supporting local, statewide, and national projects on community engagement and school climate. She currently supports restorative justice practice implementation across San Diego County at the San Diego County Office of Education.   Tune in to walk away with actionable insights on implementing restorative justice with fidelity, building educator buy-in, and creating conditions for sustainable change.

A Quick Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: Help! Our school construction project was supposed to be finished for the start of next semester, and we found out it won't be completed till some time in late October. How do you lead a school through multiple classrooms being displaced in the middle of a semester? Listen in to hear their response! Meet Dr. Dominque Smith: Join Dr. Jen Schwanke as she welcomes a very special guest, Dr. Dominque Smith, the driving force behind Health Sciences High and Middle College (HSHMC) in San Diego. HSHMC is a uniquely diverse school with a profound mission to be a “home away from home” for its students while preparing them for high-demand careers in health and healthcare. Dr. Smith shares his expertise on how to build a truly equitable, restorative, and mission-driven school culture. We dive into the core principles that guide HSHMC, the power of a social work lens in educational leadership, and the practical steps his team takes every day to ensure every student feels a powerful sense of belonging and leaves with “A Diploma That Matters.” In today's episode, you will learn about several different mindsets at HSHMC, including: The Power of Belonging: Learn the specific, practical strategies HSHMC uses daily to foster a family-like environment, ensuring every student feels a sense of belonging in their diverse community. Restorative Practices in Action: Dr. Smith shares a compelling rationale behind using a restorative approach—rather than a punitive one—and how it can fundamentally change a student’s path and trajectory. He does not see restorative practices as a lack of consequences; on the contrary, he sees it as an opportunity for students to accept consequences and own the aftermath of their decisions. A Social Work Lens on Leadership: Discover how Dr. Smith's Master’s in Social Work shapes his daily decisions as a principal, offering a unique perspective that prioritizes the holistic well-being and needs of students over a traditional educational leadership approach. Theme Integration & Career Pathways: We explore how the “Health & Healthcare” theme is integrated across the curriculum at HSHMC—not just in science—and how HSHMC creates personalized pathways to ensure students leave with “A Diploma That Matters,” ready for college or a high-skill career. Dismantling Barriers to Equity: Dr. Smith discusses what he sees as the single biggest barrier to creating truly equitable schools in America today and shares the active steps HSHMC is taking to cultivate a culture where every student is supported and successful. The work being done at HSHMC, guided by Dr. Smith's expertise in restorative practices and equity, offers a necessary and powerful model for school leaders everywhere. Don’t miss this conversation on building a truly mission-driven culture where every student is seen, supported, and prepared for a meaningful future. To learn more, check out Dr. Smith's books at Corwin.com or Amazon.com, or visit Dr. Smith's school’s website at hshmc.org. The post PMP498: Rethinking High School with Dr. Dominique Smith appeared first on Principal Matters.

Discover what it really takes to sustain restorative practices in today's complex school systems.  In this episode of Restorative Works, host Claire de Mezerville-López, alongside co-hosts Dr. Michael Washington and Dr. Doug Judge, welcomes veteran educator and systems leader Saundra Hensel. With more than 35 years in education and nearly a decade leading district-wide implementation, Saundra brings unmatched clarity to one of the field's biggest questions: What makes restorative practices stick?  Saundra unpacks how her district scaled training across 70 schools while staying grounded in a critical truth: that training alone doesn't guarantee faithful implementation. Instead, she reveals a blueprint built on intentional design that includes whole-school engagement, long-term investment, and a commitment to building internal capacity before rollout ever begins. She discusses initiative overload as a common tension in education. Rather than positioning restorative practices as "one more thing," she shows how they strengthen and align with existing frameworks like PBIS, social-emotional learning, and trauma-informed care.   Saundra Hensel has been an educator in various roles for over 35 years. She left a career in higher education administration to teach high school in Chicago Public Schools, then moved to Jefferson County Public Schools in Louisville, KY, in 2009.  In fall 2016, Saundra was asked to join a team at the district level that was to begin implementing restorative practices. She is currently the behavior systems manager, supporting schools in implementing restorative practices and Positive Behavior Interventions and Supports. Saundra is a National Board Certified Teacher in English, with a bachelor's degree in interpersonal and small group communication and a master's degree in education and school administration.  Tune in to hear how sustainable change demands both patience and precision, because meaningful change doesn't happen overnight, but it does happen with intention. 

If you didn't know this already, this podcast is truly a week-by-week sharing of my own reading and writing life, what I'm learning and how I'm growing in my own restorative practice. I talk about the books I'm actually reading, the things I'm actually writing and the ways I'm furthering my own knowledge in this little niche that I love so much. This week is no exception.I stumbled upon a key piece of research that could be the one thing standing in your way of a reading and writing life that is interesting and passes the time to a restorative reading and writing practice that actually calms your nervous system and makes you feel better.As a quick review, there are a few key steps to a restorative reading and writing practice that alchemizes the healing power of them both:* Carve out a block of time and create soothing conditions to read and write.* Choose the book or passage that you need right now in this season of life.* Read with an open mind and heart.* Write about the nudges you feel in your body and mind.* Take inspired action from the page to make life better. As is with many things, the first step can be the hardest part: finding the time and creating the optimal conditions for your own reading and writing. But honestly, if we do, such beautiful changes can happen in your mind, body and life, especially when we layer our reading and writing practices with soothing signals from our senses. Why?Well, I used to think it was because those sensory signals provided a soothing message to our nervous systems that we could calm down and sink into our practice, elevating our reading and writing experience. And that is still true. But I know know it is much, much more than that. The sensory layers we add to our practice actually signal SAFETY to our bodies.Let me explain, courtesy of my learning from Brett Larkin in HEALING WITH SOMATIC YOGA, a book from my RELEASE book apothecary this month:Our bodies do not speak in words. That's why, even though we truly want to, we can't tell it to stop worrying and to stop overthinking and to stop ruminating and have it easily respond. It simply cannot listen to us in the language we are using. Why? Because it speaks a different language: the language of movement, sensation, breath, sound and touch. When we speak in THAT language and give our body messages at the somatic and sensory level, our bodies can finally listen. That's why paying close attention to the sensory elements in our restorative reading and writing practice is critical.Armed with this new information, I think it's the perfect time to take a sensory audit of our current restorative practice and give it a bit of a refresh for the Spring season. To begin, take an honest look at your current reading and writing practices:* What signals of safety are you currently providing your system during your reading and writing time?* How do they align to the season of the calendar we are in to take advantage of Mother Nature's rhythms? Take a minute and list some ideas for your own personal practice and then borrow some from my own brainstorming below:Sight: Spring invites us to notice nature and the world around us.* Take your practice outside or read and writing with a visible view of the outdoor world. * Add a plant or flower to your reading and writing space.* Choose books, notebooks and bookish bling with Spring-like colors.Hearing: Spring invites us to listen to sounds of renewal and growth. * Read outside and listen to the birdsong or play nature-infused audio tracks while reading and writing. * Press play on a nature-themed ASMR room on YouTube.Smell: Spring invites us to embrace the scents of the blooming season. * Diffuse fruity and floral flavors in your essential oil diffuser.* Light a citrus, floral or minty candle while reading and writing. Taste: Spring invites us to explore personal flavors of joy and presence.* Choose a beverage or snack that feels like comfort and presence for you, even if not aligned to the Spring flavor profile.* Experiment with Spring flavor drinks, like flowery herbal teas or LMNT (my favorite is citrus and lemonade!).Touch: Spring invites us to ground ourselves in the physical world. * Read with your bare feet touching the grass for additional grounding. * Read with a natural stone to rub for presence.These are just a few of the ideas I'm trying in my own personal practice and I'd love to know your recommendations, too. Leave your thoughts in the comments below and let's build a restorative Spring reading and writing practice together!Here are the other episodes mentioned in the podcast:E218: Why a Personal Curriculum Isn't a Book Apothecary & Why That MattersE202: Create a Restorative Reading & Writing AltarLet's Work Together!I love to connect with others around our shared love of reading and writing.Here are some ways we can work together to create a life you love where restorative reading and writing is at the center of it all:

In this episode of Roompact's ResEdChat, Host Paul sits down with one of our 2026 Roompact Fellows, Kaleigh Mrowka, to discuss student learning and curriculum, restorative practices, and encouraging campus dialogue. An interesting through-line develops which can give residence hall professionals multiple strategies and elements to incorporate in their work of making meaningful spaces for resident students. (Ledo's Pizza and a kitten also make an appearance.)

In this episode of If I Were the Minister for Education, I explore how behaviour support in Irish primary schools has shifted from corporal punishment to rewards and consequences, and now toward restorative practice, nurture spaces, and Collaborative & Proactive Solutions (CPS). I'm joined by Dr. Ross Greene, founder of Lives in the Balance and author of The Explosive Child, Lost at School, and The Kids Who Aren't OK, and by Ruth Edie, principal in Dublin 18 and a certified CPS trainer. We discuss CPS's focus on solving the unsolved problems behind concerning behaviour through proactive, collaborative Plan B conversations, including the ASEP process and practical “drilling” strategies. We also compare CPS with restorative practice, address concerns about time and “letting kids off,” and share resources (livesinthebalance.org/ireland). I dedicate the episode to my late deputy principal Emer and HSE psychologist Toby.00:00 Welcome and Overview00:39 Behavior Shifts in Schools01:59 Discovering CPS03:10 Dedication and Intro03:48 Meet Ross and Ruth05:18 Ross Green Background06:26 Ruth Eadie Journey10:05 What Is CPS13:14 ASEP and Unsolved Problems15:06 Plan B Conversation19:47 Drilling Strategies21:09 When CPS Starts22:49 Handling I Don't Know24:33 Ireland Context Setup25:17 Piloting CPS in Ireland25:50 Tribute to Toby and Emer27:12 Restorative Practice vs CPS29:16 What CPS Adds for Teachers30:18 Finding Time for CPS32:48 Common Pushback and Myths35:56 Where to Learn CPS38:05 Minister for a Day41:48 Final Resources and Farewell This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe

In this episode of If I Were the Minister for Education, I explore how behaviour support in Irish primary schools has shifted from corporal punishment to rewards and consequences, and now toward restorative practice, nurture spaces, and Collaborative & Proactive Solutions (CPS). I'm joined by Dr. Ross Greene, founder of Lives in the Balance and author of The Explosive Child, Lost at School, and The Kids Who Aren't OK, and by Ruth Edie, principal in Dublin 18 and a certified CPS trainer. We discuss CPS's focus on solving the unsolved problems behind concerning behaviour through proactive, collaborative Plan B conversations, including the ASEP process and practical “drilling” strategies. We also compare CPS with restorative practice, address concerns about time and “letting kids off,” and share resources (livesinthebalance.org/ireland). I dedicate the episode to my late deputy principal Emer and HSE psychologist Toby.00:00 Welcome and Overview00:39 Behavior Shifts in Schools01:59 Discovering CPS03:10 Dedication and Intro03:48 Meet Ross and Ruth05:18 Ross Green Background06:26 Ruth Eadie Journey10:05 What Is CPS13:14 ASEP and Unsolved Problems15:06 Plan B Conversation19:47 Drilling Strategies21:09 When CPS Starts22:49 Handling I Don't Know24:33 Ireland Context Setup25:17 Piloting CPS in Ireland25:50 Tribute to Toby and Emer27:12 Restorative Practice vs CPS29:16 What CPS Adds for Teachers30:18 Finding Time for CPS32:48 Common Pushback and Myths35:56 Where to Learn CPS38:05 Minister for a Day41:48 Final Resources and Farewell This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe

How can restorative practices deepen learning in subjects like English, social studies, music, art, or science? In this episode, Claire de Mezerville López and Nikki Chamblee are joined by restorative practices instructional coach Erika Schwanbeck on the Restorative Pedagogies series of the Restorative Works! Podcast to explore what meaningful curriculum collaboration can look like in practice. Erika shares concrete examples of how concepts of restorative practices can be intentionally woven into content instruction through reflective circle lessons, student-centered assessments, and collaborative planning with teachers. From analyzing historical leadership through the Engagement Window to writing Blues songs connected to emotional regulation, she illustrates how restorative practices support critical thinking, voice, and relevance across disciplines. The conversation highlights the power of shared language, reflective tools, and student agency—not only to strengthen school culture, but also to enhance understanding of academic content. Erika emphasizes restorative practices as a way to slow down learning in order to go deeper, helping students connect curriculum to their lived experiences while building empathy, accountability, and relational skills. Erika Schwanbeck is a Restorative Practices Instructional Coach at the secondary level in the Hatboro-Horsham School District, bringing 20 years of educational experience to her role. In her role, Erika designs and facilitates proactive programming that builds community, strengthens relationships, and equips staff with practical strategies to foster a positive school climate. She also provides responsive support through restorative conferences that prioritize accountability, connection, and repair. In addition, Erika teaches a middle-level restorative practices course designed to help students develop the skills needed for empathy, communication, and problem-solving. Tune in to explore how integrating restorative practices into lesson plans can transform the learning experience in any classroom.

School Safety Today podcast, presented by Raptor Technologies.In this episode of Principals of Change, host Dr. Amy Grosso sits down with D'Jon Pitchford, Assistant Principal at Kelly Lane Middle School in Pflugerville ISD, to explore what school safety really means. Pitchford reframes safety as more than physical security—emphasizing trust, restorative practices, campus culture, and the importance of allowing both students and staff to be human. Through candid stories and practical leadership insights, the conversation highlights how belonging, consistency, and relationship-repair form the foundation of truly safe schools.D'Jon Pitchford is an Assistant Principal at Kelly Lane Middle School in Pflugerville ISD, where he is deeply committed to creating safe, supportive, and relationship-centered school environments. His career in education began after early work with the Boys & Girls Clubs, where he developed a passion for early intervention and youth development. Pitchford has served in multiple roles across elementary and middle school settings. A former middle school science teacher and coach in football, basketball, and track, he brings both instructional and leadership perspectives to his work.Key Points1. School safety goes beyond locks and drills — students must feel safe, trusted, and supported to learn.2. Restorative practices build accountability through relationships, not punishment alone.3. Healthy campus culture starts with leaders modeling humanity, flexibility, and trust.

What happens when science education is designed as a relational, exploratory process rather than a rigid set of steps? In this episode, Claire de Mezerville López and Nikki Chamblee welcome science educator and restorative practitioner Kate Shapero to the Restorative Pedagogies series of the Restorative Works! Podcast to examine how restorative practices can transform the science classroom. Kate reflects on curiosity, experimentation, and learning from mistakes as essential elements of scientific thinking—and how these processes depend on trust, emotional safety, and strong relationships. Through stories from her classroom, she illustrates how student-led exploration, play, and collaborative problem-solving foster both scientific understanding and social-emotional growth. The conversation explores how restorative practices support risk-taking, perseverance, and teamwork in scientific inquiry, while also developing communication and relational skills that extend beyond the classroom. Kate invites educators to see restorative practices not as separate from content, but as integral to how students learn, collaborate, and engage deeply with science and with one another. Kate Shapero is a Science Education and Restorative Practices Specialist with over 20 years of experience. After completing her undergraduate degree, she developed and taught science curriculum in independent and alternative schools in the Philadelphia area. Working with pre-K through postgraduate learners, she specializes in progressive curriculum design that is experiential, meaningful, and joyful. As a restorative practitioner, Kate collaborates with students, teaching teams, classroom communities, parent groups, and administrative staff to improve community relational health. Kate's current work includes facilitation, coaching, and professional development. She earned a Bachelor of Science in Bioscience and Biotechnology from Drexel University in 2003 and a Master of Restorative Practices and Education from the IIRP Graduate School in 2010. Tune in to explore how integrating restorative practices into lesson plans can transform the science classroom.

In this opening episode of the Restorative Pedagogies series, Claire de Mezerville López and Nikki Chamblee to the Restorative Works! Podcast to explore what it means to approach teaching through a restorative practices lens.  Moving beyond the idea of restorative practices as solely relational or disciplinary tools, Claire and Nikki reflect on pedagogy as a human-centered practice—one that honors voice, agency, belonging, and emotional safety as foundations for learning. Drawing on research, classroom experience, and theory, they discuss how integrating restorative practices into curriculum planning can create conditions where mistakes are welcomed as part of growth, creativity is nurtured, and students can remain engaged even when learning feels challenging. Together, they examine how restorative practices support high academic expectations without reverting to fear-based or punitive approaches, and how educators can intentionally embed relational processes into content instruction across subject areas. This episode sets the stage for the series by inviting listeners to rethink what effective teaching looks like when dignity, connection, and accountability are held together. Nikki Chamblee, Ph.D., has been an educator for over 19 years. She currently serves as an Instructor and Implementation Coach for the IIRP, providing training and coaching to support districts in effectively planning implementation. Her area of focus is the interweaving of restorative practices with other district initiatives. She is licensed in New York and Texas in the areas of English Language Arts, Special Education, and English as a Second Language. From 2017 - 2022, she served as a Coordinator of Restorative Practices for two districts in the Dallas-Fort Worth area. She received Tier 1 and Tier 2 training in restorative practices from the Morningside Center for Teaching Social Responsibility and restorative discipline training from the Texas Education Agency. She holds a Graduate Certificate in Restorative Practices from the IIRP.   Tune in to explore how integrating restorative practices into lesson plans can be a game-changer for your classroom.

If you’ve ever heard restorative practices described as “just a script” or a “soft option”, you’re not alone. In many schools, restorative language can feel confusing, incomplete or disconnected from the real work of relationships, culture and wellbeing. When that happens, staff often dismiss it as something that doesn’t “work” or applies only to student behaviour, and miss the deeper potential to transform culture across the whole school community. In this episode, I’m joined by Kristy Elliott - consultant, trainer, international speaker and founder of Restorative Pathways. We unpack what restorative practices really are, why they matter, and how schools can embed them deeply so they genuinely strengthen relationships, wellbeing and connection for both staff and students. Kristy takes us beyond scripts and restorative questions to explore the importance of mindset, intention and relational skills. We also discuss common misconceptions about Restorative Practices and the systems, rituals, and routines that help schools sustain them long-term. In this episode, we cover: What restorative practices actually are when “done deeply” Why restorative practice is a whole-school wellbeing strategy, not just behaviour management The framework of knowing, doing and being - and why the mindset behind conversations matters most Why restorative conversations are hard - and why that’s actually a good thing What it means to embed restorative practice deeply - including dignity, equity and belonging Practical ways schools can safeguard consistency and longevity of restorative work About Kristy: Kristy Elliott is a consultant, trainer, international speaker, and founder of Restorative Pathways. Kristy is driven by a deep passion for education, a strong belief in restorative practices, and a commitment to helping schools create relational, thriving cultures. Her work blends evidence-based wellbeing science with practical, deeply human approaches that support staff, students, and leaders to connect, communicate, and flourish. Kristy partners with school communities to strengthen wellbeing, build social and emotional capability, and transform how they navigate conflict and repair harm. Her mission is to help schools move beyond surface-level strategies and embed restorative practices in ways that truly shift culture and support every member of the community. Connect with Kristy via: Her website: https://restorativepathways.com.au/home LinkedIn: https://www.linkedin.com/in/kristy-elliott-bed-mapp-3901079b/ Instagram: https://www.instagram.com/restorative_pathways/ Connect with me via: My website: adriennehornby.com.au LinkedIn: linkedin.com/in/adrienne-hornby-a4126a205/ Email: hello@adriennehornby.com.au Thank you so much for listening. I’m so honoured that you’re here and would be so grateful if you could leave me a review on Apple Podcasts or on your preferred podcast app, that way we can inspire and educate even more people together.See omnystudio.com/listener for privacy information.

Still stuck playing classroom referee, solving every issue yourself, and wishing your students would step up? In this episode, I sit down with my colleague and veteran Montessori educator/ adolescent expert Meg Broz, who shares the single structure that transformed her classroom into a thriving student-led community: weekly student-run councils. Meg outlines how a simple shift—from teacher-driven management to peer-led community circles—created more ownership, accountability, and connection among her students than any behavior chart or classroom contract ever could. You'll learn: What a student-run council looks like—and why it's so much more than a glorified circle time A step-by-step structure you can embed into advisory, homeroom, or morning meeting How weekly councils support executive functioning, self-regulation, and community-building Tips for training student leaders to take the reins (and what to do when issues arise) Why this approach aligns with restorative practices, student voice, and real-world leadership Whether you're teaching in an IB, PYP, or project-based setting, this episode offers a powerful, transferable model for giving students shared responsibility—without chaos or loss of control.

Resilience is not just a buzzword; it is a life-changing practice rooted in the power of human connection. In 2015, the documentary Paper Tigers changed the conversation about education and childhood trauma forever, and today, those lessons are more vital than ever.

Click here to send me a quick message :) What can it look like, even in the fullness of the holiday season, to orient to restorative practices for deep wintertime wellbeing?What if we treated this time as the transitional rite of passage that it is along the sun's path of rebirth into the new wheel of the year?In this week's medley episode, you'll hear about practices from Ayurvedic, Traditional Chinese Medicine and Western herbalism paradigms so you can consider what approach appeals most to you. First, Ashlee Sakaishi Wilkin shares about the concept of rites of passage and how to tend the sacred window of this time (which can certainly be applied seasonally to deep winter as well which is Vata season).Then I share about herbal bitters and how they can support both your digestion and your mood, a perfect compliment to this time of year -- holiday season foods and stressors.And finally Jade Alicandro shares about the deep mineral nourishment of replenishing broths as food as medicine, and some key herbs you may want to include.It's not about doing everything, but choosing perhaps one small thing you can do to align with the power of the winter solstice season as we cultivate the foundations for the incoming wheel of the year and return of the light!Resources:Today's shownotes: Restorative practices for deep winter wellbeingFree guide: 10 key herbs for hormonal healthEpisode 44: Bitters and hormonal balanceEpisode 45: Embodying winter w Jade Alicandro Episode 49: How to create a sacred window w Ashlee Sakaishi WilkinIf you loved this episode, share it with a friend, or take a screenshot and share on social media and tag me @herbalwombwisdomAnd if you love this podcast, leave a rating & write a review! It's really helpful to get the show to more amazing humans like you.  ❤️DISCLAIMER: This podcast is for educational purposes only, I am not providing any medical advice, I am not a medical practitioner, I'm an herbalist and in the US, there is no path to licensure for herbalists, so my role is as an herbal educator. Please do your own research and consult your healthcare provider for any personal concerns.Support the show

Producer/Hosts: Ron Beard and Liz Graves College of the Atlantic provides help with production. Engineering by Joel Mann of WERU Community Radio. Theme music for Talk of the Towns Theme is a medley from Coronach, on a Balnain House Highland Music recording. Talk of the Towns: Local Community concerns and opportunities This month: What is the work of Downeast Restorative Justice? How does restorative justice connect to the criminal justice system to bring together those who have caused harm with those who have been harmed? What is the broader set of restorative practices that underpin the work of Downeast Restorative Justice to build community connections and resilience? What might a community circle look like… how is it convened, what are its intentions, what values does it demonstrate? How might listeners learn more about training opportunities to build skills that support restorative justice and, more broadly, restorative practice? Guest/s: Kayla Gagnon, Downeast Restorative Justice Youth and Community Coordinator Leslie Ross, Downeast Restorative Justice Program and Case Coordinator FMI: downeastrestorativejustice.org About the hosts: Ron Beard is producer and host of Talk of the Towns, which first aired on WERU in 1993 as part of his community building work as an Extension professor with University of Maine Cooperative Extension and Sea Grant. He took all the journalism courses he could fit in while an undergraduate student in wildlife management and served as an intern with Maine Public Television nightly newscast in the early 1970s. Ron is an adjunct faculty member at College of the Atlantic, teaching courses on community development. Ron served on the Bar Harbor Town Council for six years and is currently board chair for the Jesup Memorial Library in Bar Harbor, where he has lived since 1975. Look for him on the Allagash River in June, and whenever he can get away, in the highlands of Scotland where he was fortunate to spend two sabbaticals. Liz Graves joined Talk of the Towns as co-producer and co-host in July 2022, having long admired public affairs programming on WERU and dreamed of getting involved in community radio. She works as the Town Clerk for the Town of Bar Harbor, and is a former editor of the Mount Desert Islander weekly newspaper. Liz grew up in California and came to Maine as a schooner sailor. The post Talk of the Towns 12/10/25: Restorative Justice and Restorative Practice first appeared on WERU 89.9 FM Blue Hill, Maine Local News and Public Affairs Archives.

In today's episode, Gina discusses fatigue and exhaustion and how these factors affect our mental stability and anxiety. Our bodies can only take so much stress and punishment. It is very important to rest and to care for ourselves as best as we can. Listen in for tips on how to improve the quality of your rest and discover new pathways to rejuvenation today!Please visit our Sponsor Page to find all the links and codes for our awesome sponsors!https://www.theanxietycoachespodcast.com/sponsors/ Thank you for supporting The Anxiety Coaches Podcast. FREE MUST-HAVE RESOURCE FOR Calming Your Anxious Mind10-Minute Body-Scan Meditation for Anxiety Anxiety Coaches Podcast Group Coaching linkACPGroupCoaching.comTo learn more, go to:Website https://www.theanxietycoachespodcast.comJoin our Group Coaching Full or Mini Membership ProgramLearn more about our One-on-One Coaching What is anxiety? Find even more peace and calm with our Supercast premium access membership:For $5 a month, all episodes are ad-free! https://anxietycoaches.supercast.com/Here's what's included for $5/month:❤ New Ad-Free episodes every Sunday and Wednesday❤ Access to the entire Ad-free back-catalog with over 600 episodes❤ Premium meditations recorded with you in mind❤ And more fun surprises along the way!All this in your favorite podcast app!Quote:The body keeps the score.-Bessel van der KolkChapters0:26 Introduction to Fatigue2:09 Understanding Anxiety's Exhaustion6:58 High-Functioning Anxiety Explained8:32 The Cycle of Fatigue and Anxiety10:26 Reclaiming Energy with Permission13:29 Restorative Practices for Healing15:54 Nourishing Your Body for Support17:02 Embracing Fatigue with CompassionSummaryIn this episode of the Anxiety Coaches Podcast, I dive into a pervasive issue that many who live with anxiety face but often do not discuss—fatigue. I explore the deep, confusing exhaustion that too many equate with weakness or failure, while in reality, it is a significant indicator of chronic stress and anxiety. Together, we seek to illuminate the underlying reasons for this fatigue, helping listeners understand what their bodies are trying to communicate.I start by describing the kind of fatigue that seeps into so many aspects of life—waking up tired, struggling through the day, and ending it perplexed about why it feels as if I've aged overnight. This deeply rooted fatigue often becomes a shadow in our lives, but the truth is, if you've ever thought "Why am I this tired?" you are certainly not alone. The conversation aims to unpack the links between anxiety, stress, and fatigue, shedding light on what can often feel like an insurmountable burden.As I delve deeper into the connection between anxiety and fatigue, I explain how the body, when in a state of perceived danger, prioritizes survival over restoration. The chronic activation of the stress response leads to a range of physiological problems—from heightened heart rates to tense muscles, and shallow breathing. This ongoing strain is exhausting and can be likened to running a marathon in the background of our daily lives without ever finding a moment to rest.#anxietyrelief #chronicfatigue #burnout #highfunctioninganxiety #stressmanagement #nervoussystemregulation #somatichealing #mentalhealthmatters #adrenalfatigue #cortisol #restorative #selfcare #mindfulness #anxietyrecovery #bodykeepsthescore #emotionalhealth #holisticwellness #perfectionism #slowliving #turtlespeed #anxietycoachespodcast #ginaryan #mentalhealthsupport #brainfog #exhaustion #wellnessjourney #ACPSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Claire de Mézerville López welcomes Kevin Jones to the Restorative Works! Podcast.  Kevin joins us to explore how vulnerability and authenticity transform leadership, build stronger teams, and repair workplace divides, especially in times of conflict. Through real stories, Kevin illustrates how restorative circles and authentic conversations can turn tension into trust. From school districts integrating restorative practices-based language into policy to juvenile justice departments adopting restorative practices frameworks, Kevin shows what happens when organizations lean into the heart of this work. He reminds us that restorative practices belong everywhere — from boardrooms to sports teams to family Zoom calls, emphasizing how this framework helps communities move from reacting to crises toward proactively creating cultures of care and belonging.  Kevin is a lecturer at the IIRP and has spent more than 40 years working in the fields of social services, mental health, and education philosophy, with particular emphasis on working with youth and their families. He honed his practice through direct care and as an administrator in residential treatment programs, group homes, mental health organizations, and alternative schools. As a retired administrator, Kevin continues to work with Central Illinois at the Regional Office of Education #17 to support the development of restorative leadership teams. He has explicit experience training law enforcement, school resource officers, government officials, community leaders, security officers, and educators throughout Central Illinois, the United States, and internationally. He designs and implements professional development opportunities as well as coursework in the areas of applied restorative practice that include topics such as social-emotional learning, trauma-informed, social justice, diversity, equity, inclusion, connecting communities, classroom transformation, leadership, and more. Kevin earned a Master of Science in Restorative Practices from the IIRP and a Master of Science in Educational Leadership, Organizational Policy/Diversity, Equity, and Inclusion from the University of Illinois.   Tune in to hear practical wisdom and heartfelt insight on what it means to show up proactively and authentically, at work, at home, and with yourself.  

“Culture is shaped by the behaviours we encourage and the ones we tolerate.” – Adam Voigt In this episode, Meg chats with education leader and founder of Real Schools, Adam Voigt, for a practical and honest conversation about what school culture really is and how it's created. Together, they explore the daily interactions, expectations and relationships that influence the way a school feels and functions. This is a grounded and hopeful conversation for educators and leaders who want to strengthen connection, trust and wellbeing in their school community. ---- Chapter Markers 01:20 What school culture really means 06:45 Relationships as the first cultural indicator 12:10 The impact of COVID on engagement and respect 18:30 What has changed in schools over the last decade 23:40 Reflection as adjustment, not judgment 28:55 Positive reinforcement vs control-based models 35:20 Restorative Practice 2.0 41:10 Low-energy, high-return cultural shifts 47:00 The role of staff wellbeing 52:20 Final reflections ---- Deliberate Actions Notice the everyday interactions as you walk through your school. These moments reveal the true culture more than any document or policy. Acknowledge positive behaviour from students and colleagues. Small moments of thanks build trust and reinforce what matters. Reflect for adjustment, not judgment. Ask yourself: “What's one small shift I can make to support a healthier culture here?” ---- Episode 157 Shownotes - Click here. ---- Adam Voigt LinkedIn | Website | Books ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Request - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

Restorative Practices for Conflict Transformation: What does Restorative Justice have to do with my life?Susan Raffo says: “There is no essential ‘right way' to do anything. There is only relationship, connection, being present with what is happening and then, even if that relationship is with disconnection, determining the next step.”Our relationships are complex and many are with disconnection. Conflict is everywhere. There are conflict zones, government shutdowns, political strife, family tension, work disputes, and traffic jams. How does your jaw feel after reading that sentence? Where are your shoulders? Conflict can feel stressful. How do we learn about and understand conflict? Is conflict bad? How do we determine that next step?Restorative Justice is a framework for strengthening and healing relationships with self, family, friends, community and society. Restorative practices have to do with the ways we view conflict and how we choose to respond to it. For example, sitting in circles, with no hierarchy, listening deeply to one another and also being deeply listened to…these simple tasks can profoundly change how we experience and move through conflict. Being grounded in our bodies instead of overthinking is a counter-cultural shift for many of us in the US. What are other restorative practices and how are they relevant to our lives? Where do they intersect with our UU values? And how does this help us to get through the day?

October might be over, but kindness shouldn't be. In this week's episode, I'm sharing how restorative practices can take your school from reactive to relational — and how simple daily routines can build a culture where students feel safe, seen, and supported.Restorative practices aren't about punishment; they're about connection. When we focus on building relationships first, we prevent harm — and when harm does happen, we know how to repair it with empathy and understanding.I'll walk you through what this looks like at each tier — from morning greetings and check-ins to community circles and peer mediation programs — so you can start building a stronger sense of belonging right where you are.✨ In this episode, I share:Simple ways to weave restorative practices into your daily routinesHow to use greetings, check-ins, and circles to strengthen relationshipsWhat each tier of restorative practice looks like in actionWhy reflection, not punishment, leads to lasting behavior changeHow connection and accountability go hand in handIf you've been looking for a way to take your anti-bullying work beyond October, this episode will help you do just that — one greeting, one circle, one conversation at a time.Because when we build connection into every day, kindness becomes who we are, not just what we do.

"The adults in the building need healing just as much as the kids do. Self-compassion isn't soft. It's the most radical act of self-preservation an educator can practice."  That's a quote from my guest in this episode, Marisol Quevedo Rerucha. She's the author of Beyond the Surface of Restorative Practices and the CEO of Heartset Consulting Group. A former teacher, principal, and district leader, she now supports individuals, communities, and systems in building high-trust, equity-centered spaces. Together, Marisol and I explore what a restorative way of being looks like, how to build a classroom culture rooted in belonging and accountability, and why self-compassion is a foundational part of this work. Marisol also shares her personal story of healing, offers real classroom examples, and closes with an unforgettable metaphor about facing life's hardest moments with courage and community. In this powerful conversation, Marisol Revucha shares why so many educators feel disillusioned with restorative practices and what needs to shift for true transformation to occur. Whether your school is fully immersed in restorative practices or you're just starting to explore what it means, this conversation offers both heart and strategy. You'll walk away with a clearer vision for what's possible—not just for your students, but for yourself. Topics include: Why restorative justice often fails in schools How to build a culture of repair and accountability The role of self-compassion in restorative work Real-time responses when students act out Restorative practices for staff—not just students "Being the buffalo": facing the storm together Get the shareable article/transcript for this episode here. This episode is brought to you by MiaTiagoBooks.com.

Welcome to Manna for the Movement, short devotionals from the CCDA community to encourage you to meet with God today, wherever you find yourself on your journey. This series focuses on the theme of Shalom—a concept encompassing wholeness, well-being, justice, development, and harmony. It speaks to a state of right relationship with God, with one another, and with creation, where nothing is missing and nothing is broken.In this episode, Marie Moy leads us in meditating on Jeremiah 6:13-16b through the practice of Lectio Divina.Marie Moy serves as the Director of Operations, and is a member of the Restorative Practices training and implementation team at Erie County Restorative Justice Coalition (ECRJC). ECRJC's mission is to promote racial and social justice through Restorative Practices providing training, coaching, consulting, and restorative responses, including Restorative Justice Conferencing in lieu of traditional punitive measures. Marie grew up in a small town in northern Indiana, where her parents owned a Chinese-American restaurant. As children, she and her sisters attended an independent Baptist church. Marie first learned of Christian Community Development while attending Renovation Church in Buffalo in 2010. She participated in CCDA's El Camino del Inmigrante in 2016 with approximately 70 others to bring attention to the plight of immigrants. Marie is a graduate of Northeastern Seminary at Roberts Wesleyan College in Rochester, NY with MA in Theology & Social Justice from, and of Indiana University, Bloomington with a BS in Biochemistry. Marie integrates her background in science and theology to bring just practices to the operations of organizations, and is particularly interested in creating spaces without traditional hierarchy that are inclusive and supportive of marginalized communities. As a second-generation Asian American, Marie is passionate about immigration reform in addition to her work with ECRJC to end mass incarceration, and restore relationships and communities Marie is married with two adult children, and a small Cavalier King Charles/poodle mix named Chani. She is a member of the CCDA Board and Leadership Cohort 8, and the John R. Oishei Foundation Karen Lee Spalding Oishei Fellows for Leaders of Color. She is embarking on sabbatical to spend time with God, and exploration of embodied restorative practices after a long season in nonprofit work.Learn more about CCDA and how you can get involved at ccda.org. Connect with CCDA on Instagram, Twitter, Facebook, and LinkedIn. Follow CCDA on YouTube.

Schenectady school board member Jamaica Miles and other parents have expressed outrage over the suspension of 14 high schoolers, claiming the incident is the latest in a pattern of harsh disciplinary measures being disproportionately levied against students of color. The students were in a room watching two girls who were expected to fight have a verbal argument that was broken up before any fighting occurred. The parents want the district to utilize restorative practices as the district requires. Ms. Miles talks with Mark Dunlea for Hudson Mohawk Magazine.

Claire de Mézerville López welcomes Dr. Ellen Skilton to the Restorative Works! Podcast. Dr. Skilton joins us as we explore how creative expression and restorative pedagogy open new pathways for repair, resilience, and transformation. She shares moving selections from her poetry manuscript Collateral Repair, weaving together themes of grief, love, and unexpected healing. She reflects on her personal journey of “unexpected repair,” finding possibility for restoration in spaces shaped by loss. With honesty and depth, she invites listeners to consider how grief can be not only endured but transformed into an opening for connection and creativity. Dr. Skilton also discusses her work on restorative pedagogy. She emphasizes the importance of disrupting hierarchies in education, fostering “with” rather than “for” orientations, and cultivating classrooms where risk-taking and mistakes become essential parts of learning. Highlighting programs like Student Pedagogical Consultants, she demonstrates how shifting power dynamics in higher education empowers both faculty and students to thrive. Dr. Skilton is a professor at Arcadia University in the Department of Education and the faculty director of the Center for Teaching, Learning, and Mentoring.  She is an educational anthropologist, applied linguist, teacher educator, and poet. She first encountered restorative practices embedded in Quaker decision-making processes as a student at Earlham College more than 35 years ago. Supported by her continued education with the IIRP, she now engages in restorative practices pedagogies in more thoroughly embedded ways and sees restorative processes and practices as a crucial element of addressing harm on campus. She and her students were past presenters at the IIRP's Restorative Practices in Higher Education Forum in December 2024, and she will be presenting her session at the IIRP World Conference, Artful Integration: The Art and Science of Restorative Practices, in October 2025 in Tennessee entitled "Poetry-writing, Online exhibit-building, and Image/Forum Theater-making as Restorative Pedagogical Tools for Addressing Individual and Structural Harm."   Tune in to hear about poetry as a tool, teaching as a collaborative practice, and the courage it takes to lean into vulnerability. 

Claire de Mézerville López welcomes back Dr. Nicholas Steffner to the Restorative Works! Podcast. Dr. Steffner shares compelling findings from his dissertation, Building Restorative School Communities: A Study on the Impact of Restorative Practices, including data from the five-year implementation of restorative practices at Ridgedale Middle School in Florham Park, New Jersey. His research documents measurable shifts in student behavior, relational trust, and the overall learning environment. The conversation highlights the importance of student voice, ongoing professional development, and embedding restorative approaches into daily routines. Dr. Steffner's vision extends beyond school walls, imagining communities where parents, coaches, and local organizations reinforce community values, creating a consistent culture of empathy and accountability. Principal of Ridgedale Middle School in Florham Park, New Jersey, Dr. Steffner has over 17 years of experience in education and nearly a decade in school leadership. He brings a deep commitment to relationship-centered practice, equitable access, and systems-level change.  Dr. Steffner is the Founder and Chief Training Officer of Restorative Leadership Consulting LLC, where he specializes in restorative practices, behavioral interventions, behavioral threat assessment, master scheduling, mentoring, and mediation. With training through the International Institute for Restorative Practices (the IIRP), he facilitates professional development for educators and administrators across the country and has presented at state and national conferences on a range of topics. He earned his Doctorate in Educational Leadership from Saint Elizabeth University. Tune in for practical recommendations and a bold vision of restorative schools as restorative communities.

Elizabeth Cronlund is joined by Marie Moy to confront some common narratives about Asian American and Pacific Islander populations. They take a look at some of the history of AAPI in the United States, and reflect on the ways that history informs where we find ourselves today. They also share some ways we can build coalitions and stand in solidarity so we are able to move forward together.Learn more about CCDA's AAPI Network at ccda.org/aapi. And make plans to join us at the CCDA Conference this November at ccda.org/conference.Marie Moy serves as the Director of Operations and is a member of the Restorative Practices training and implementation team at Erie County Restorative Justice Coalition (ECRJC). ECRJC's mission is to promote racial and social justice through Restorative Practices, providing training, coaching, consulting, and restorative responses, including Restorative Justice Conferencing in lieu of traditional punitive measures. Marie grew up in a small town in northern Indiana, where her parents owned a Chinese-American restaurant. As children, she and her sisters attended an independent Baptist church. Marie first learned of Christian Community Development while attending Renovation Church in Buffalo in 2010. She participated in CCDA's El Camino del Inmigrante in 2016 with approximately 70 others to bring attention to the plight of immigrants. Marie is a graduate of Northeastern Seminary at Roberts Wesleyan College in Rochester, NY, with an MA in Theology & Social Justice from Indiana University, Bloomington, with a BS in Biochemistry. Marie integrates her background in science and theology to bring just practices to the operations of organizations, and is particularly interested in creating spaces without traditional hierarchy that are inclusive and supportive of marginalized communities. As a second-generation Asian American, Marie is passionate about immigration reform in addition to her work with ECRJC to end mass incarceration and restore relationships and communities. Marie is married with two adult children and a small Cavalier King Charles/poodle mix named Chani. She is a member of the CCDA Board and Leadership Cohort 8, and the John R. Oishei Foundation Karen Lee Spalding Oishei Fellows for Leaders of Color. She is embarking on a sabbatical to spend time with God and an exploration of embodied restorative practices after a long season in nonprofit work.Based in Orlando, FL, Elizabeth Cronlund is the Partnership Development Manager with UNDIVDED, an organization that is activating communities for racial healing and justice. She has more than 15 years of experience in congregational ministry as a Christian Community Developer. Within CCDA, she helps lead the AAPI Network and is a contributing writer for CCDA's Education Equity Handbook. Elizabeth is a Certified Nonprofit Professional (CNP) and attends Northern Seminary.Connect with CCDA on Instagram, Twitter, Facebook, and LinkedIn. Follow CCDA on YouTube.

In this special episode Claire de Mézerville López welcomes recent IIRP alumni, Matthew Leaf and Victoria Torres, to the Restorative Works! Podcast.   Matthew and Victoria are experienced professionals in education. They join us to share practical strategies and personal stories that highlight how restorative practices transform school culture. From greeting students at the door by name to creating intentional spaces for connection, Matt and Victoria reveal that fostering a sense of belonging isn't about one single action—it's “a restorative way of being.” They discuss how mutual respect, authenticity, and empathy help both students and educators thrive, and why separating “the deed from the doer” is essential in addressing mistakes without shame.  The episode also explores how educators can become “the greatest cheerleaders” for their students, invite families into the process, and model lifelong learning. Both guests share advice for graduate students and education leaders: listen to understand, remain curious, and never underestimate your power to make a lasting impact.  Matthew is the assistant principal of Crew and Culture at Four Rivers Charter Public School in Greenfield, Massachusetts, where he is also a founding faculty member. He received his Master of Science in Restorative Practices with a specialization in Education from the IIRP this July. Matthew and his wife are recently empty nesters who enjoy time with their dog and spending time outdoors.    Victoria is a dedicated school counselor practicing in Pennsylvania and also maintains a private therapy practice. She holds a Bachelor of Arts in Psychology from Cedar Crest College and a Master of Education in School Counseling from Lehigh University. She recently completed her coursework for a Master of Science in Restorative Practices with a specialization in Education, along with a graduate certification in facilitation for healing trauma from the IIRP. She and her husband recently celebrated their 12-year wedding anniversary and have two children; they enjoy spending time outdoors and exploring the world around them.   Tune in to hear how proactive and responsive circles deepen relationships, how consistent processes build trust, and why curiosity can be the key to understanding behavior rather than reacting to it. 

Claire de Mézerville López welcomes Dr. Jasmine A. Lee and Dr. Ciara R. Christian to the Restorative Works! Podcast.  Claire is joined again by co-host and IIRP Lecturer Kiyaana Cox Jones. In this series of episodes, we explore the use of restorative practices in higher education through various aspects of the college and university sphere. Dr. Christian and Dr. Lee share insights from their roles as co-directors of the Center for Social Justice Dialogue at the University of Maryland, Baltimore County, in the Division of Institutional Equity, highlighting the intersection of restorative practices and social justice education. They delve into the critical considerations for dignified intercultural and intergroup experiences, emphasizing the importance of identity, systemic awareness, and creating spaces for authentic dialogue across differences. As Dr. Lee eloquently states, "The goal is to widen the crack where we refuse to see each other as fundamentally opposed, fostering spaces for transformation and collective growth." Dr. Lee is a diversity, equity, inclusion, and justice scholar, practitioner, trainer, and coach. She has spent over 15 years in higher education, working with students, staff, and faculty to create inclusive campus environments through direct programming and strategic campus-wide leadership, and currently serves as the Associate Vice President for Community and Culture at UMBC. Beyond higher ed, Dr. Lee works with K-12 institutions, non-profit organizations, and faith-based communities to provide training, consulting, coaching, and organizational change services, partnering with clients to curate unique, engaging solutions that lead to sustainable, measurable change. Dr. Lee is a qualified administrator of the Intercultural Development Inventory® (IDI), a certified diversity trainer with the National Coalition Building Institute, a Restorative Practices trainer, and a certified Mental Health First Aid instructor, and uses these skills to ensure human dignity, love, truth, honesty, and empathy are a part of all approaches to organizational change. Dr. Christian has been professionally engaged in diversity, equity, inclusion, and social justice work for over a decade. Dr. Christian discovered her passion for this work as a result of her experiences in the Peace Corps, where she both noticed and experienced gaps in cultural competency within the organization. This experience served as a catalyst for her return to higher education, allowing her to more deeply explore identity development, social inequality, and social change. Ultimately, this led her to intergroup dialogue as a vehicle for helping others to engage deeply about and across differences. Her practice is rooted in an ethic of radical, revolutionary love and a commitment to helping others see and center our shared humanity.  Tune in to explore how restorative practices embody revolutionary love, inviting us to wonder deeply about each other's humanity and to navigate conflict and grief with empathy and accountability.

Claire de Mézerville López welcomes Robin Riley-Casey to the Restorative Works! Podcast.  Claire is joined again by co-host and IIRP Lecturer Kiyaana Cox Jones. In this series of episodes, we explore the use of restorative practices in higher education through various aspects of the college and university sphere. Join us as Robin shares insights on the power of face-to-face connection and its role in community building. She discusses how restorative practices reshape adult culture on college campuses, emphasizing the importance of seeing each person beyond their titles or roles. Discover Robin's journey through restorative practices, from creating transformative listening circles to fostering genuine connections among students and colleagues. Her wisdom on slowing down, embracing wonder, and accepting personal growth resonates deeply as she navigates the complexities of leadership and community engagement. Robin is the Associate Dean of Students and Director of College Life Community and Belonging at Muhlenberg College in Allentown, PA. Her work is the hub of cultural exchange, supporting 18 affinity groups, including community advocacy groups and ethnic/racial, gender/sexuality, and alternative arts communities. In her role, Robin utilizes dialogue, collaboration, and action to promote and facilitate cross-cultural learning communities. Robin serves on several Muhlenberg College committees: the President's Diversity Advisory Council, Health and Wellness, and the Athletic Diversity Council. Robin currently serves on two local boards, New Bethany Ministries and Allentown West End Alliance.  Tune in to hear more about Robin's personal evolution and the soulful journey of restorative practices, as she inspires us all to listen deeply and build meaningful connections.

Claire de Mézerville López welcomes IIRP alumnus Joseph Iacona to the Restorative Works! Podcast. We are joined by Joseph as he takes us behind the scenes of projects in schools, libraries, prisons, shelters, and behavioral health facilities, revealing how restorative practices create authentic collaboration between artists and communities. He shares powerful stories, including a mural co-created with youth aging out of the foster care system—a project that evolved into a living, breathing space of connection and care years after the paint dried. As a featured speaker at the IIRP's upcoming World Conference on Artful Integration, Joseph offers a preview of his presentation on the parallels between successful public art projects and restorative leadership. He issues a call to action for more intentional partnerships between artists and restorative practitioners to use art as a tool for authentic collaboration and social change. Joseph is a visual artist and restorative practitioner. He has initiated more than 100 community art projects in schools, libraries, museums, prisons, shelters, behavioral health facilities, and other public service centers. As the director of the Mural Arts Institute for Mural Arts Philadelphia, the United States' largest public art nonprofit, he develops resources on community driven mural-making for other artists and public art advocates around the world. Joseph holds a Master of Science in Restorative Practices with a specialization in Community Engagement from the IIRP and a Bachelor of Fine Art with concentrations in painting and art history from Kutztown University of Pennsylvania. He's an upcoming featured speaker at the IIRP's next World Conference on Artful Integration, Exploring the Art and Science of Restorative Practices. Tune in to hear more from Joseph as he explores how defining “community” is an essential first step, and how tools like narrative mapping can uncover shared values and vision.

In this episode, the Creativity Department is joined by Alicia Gray, Director of Art Education at Montserrat College of Art and contributor to the new book by Davis, Restorative Practice in Education through the Arts. As a former art teacher in a trauma informed school, Alicia brings a new perspective to the conversation about the importance of restorative practices in education.  Explore how creating a space where students feel seen, safe, and free to express themselves can build a bridge to healing, connection, and meaningful learning that helps them thrive. Listen in to hear more from Alicia!

Claire de Mézerville López is joined by co-host, Professor Emanuela Biffi, for the “Powerful Intersection Between Restorative Justice and Art” podcast series, a special initiative by the IIRP together with the European Forum for Restorative Justice (EFRJ). Art has the unique ability to connect and facilitate dialogue, making it a powerful tool in restorative justice practices. Throughout the series, we examine how artists from different disciplines and cultural backgrounds use their creative expression to foster communication, build empathy, and potentially repair harm. Each episode highlights a different aspect of this intersection, featuring conversations with artists who have contributed to restorative justice  We are joined by Dr. Clair Aldington as she discusses her research on integrating visual and movement-based languages into the restorative justice process. She co-founded Space to Face, an award-winning charity in Scotland, emphasizing how creative expression can facilitate healing dialogues and trauma articulation. Discover how Dr. Aldington's work extends beyond verbal communication, using art as a catalyst for emotional connections and solidarity between individuals involved in conflict. She reflects on pivotal moments where art objects symbolized reconciliation and inspired lasting change in both victims and offenders. Her research challenges traditional Western practices by advocating for more inclusive, visually oriented approaches to restorative justice. Dr. Aldington has authored several academic articles and book chapters regarding her practice and research. She is the co-founder of the award-winning Space2face restorative practices and arts charity in Shetland, Scotland, and a co-facilitator of an international restorative circle group, the Encounter of the Encounters, in cases of political violence. Her work has pioneered the use of art and design approaches within restorative practices. Specifically, how creative approaches can aid dialogue and the articulation of trauma, particularly in cases of serious crime, thereby improving the accessibility of restorative processes. Dr. Aldington holds a doctorate in Design and Restorative Justice and a master's in Contemporary Art and Music. She is a freelance researcher and practitioner with over twenty years of experience in the field of restorative practices. Dr. Aldington is a keynote speaker at the upcoming 2025 IIRP World Conference, Artful Integration: Exploring the Art and Science of Restorative Practices. Emanuela is the program coordinator at the EFRJ, an international network organization that brings together about 300 members dedicated to research, policy, and practice of restorative justice in the criminal justice system and beyond.  She joined the EFRJ team in September 2013, working as a project officer in different EU-funded projects on access to restorative justice, justice and security in intercultural settings, restorative justice training, child victims, and arts. Among other responsibilities at the EFRJ, she organizes its main international events (conferences, seminars, webinars, and art festival), coordinates proposals for EU-funded and other projects, and guides the overall management of working groups and committees within the EFRJ membership. Originally from Italy, Emanuela studied Liberal Arts at the University College Maastricht (The Netherlands) and University of Gaborone (Botswana) with a focus on social psychology and criminal law and the Master program in Criminology at KU Leuven (Belgium). Tune in to explore the challenges and rewards of training artists and facilitators in restorative practices. By highlighting the potential of creative mediums to bridge cultural and linguistic divides, we uncover universal avenues for healing and understanding.

How do you transform life's greatest tragedy into a global movement for peace and forgiveness? In this episode, we explore an extraordinary journey of resilience with Azim Khamisa, whose life was forever changed in 1995 when his son Tariq was tragically killed by a 14-year-old in an act of youth violence. Rather than choosing anger and revenge, Azim made the profound decision to pursue forgiveness and reconciliation, founding the Tariq Khamisa Foundation and launching a forgiveness movement that has reached millions globally. Now, this award-winning speaker and author of five books is transitioning his powerful message from social work settings into corporate leadership training. Join us as Azim reveals how the practice of forgiveness became the foundation for ethical leadership, team cohesion, and values-driven performance in corporate settings.   Episode Highlights: 00:30 The Power of Forgiveness 02:11 Azim's Spiritual Foundation 06:15 The Tariq Khamisa Foundation 08:33 Impact and Stories of Change 10:06 Restorative Practices in Corporate Settings 16:34 Leadership and Empathy 23:31 How to connect with Azim Khamisa Show Links:  HOME - TKF.org - Restorative Justice Non Profit Org - TKF - Tariq Khamisa Foundation Azim Khamisa | Peace Is Possible Azim Khamisa's Official Website

Back in December 2024, I got an email from Tom Rademacher raving about an upcoming book from a teacher who is now a licensed counselor that read, “The thing that hooked me when I read it the first time was a whole part on teachers recognizing their own triggers to their anger and stress and learning to understand and adapt to them... but the whole thing is gorgeous.” The author was of course my guest today, Maria Munro-Schuster, and the book, which is now in print, is The Empathetic Classroom: How A Mental Health Mindset Supports Your Students – And You, which the HRP team was more than thrilled to contribute the forward:“The Empathetic Classroom provides therapeutic self-reflection activities and prompts for educators and colleagues, the psychological theories underpinning them, guidance for applying them with students, and scalable activities for classroom implementation. Maria Munro-Schuster's call to consider the mundane over measurement is essential in improving the current state of education. This proactive approach acknowledges that we are all learners and that all of humanity has something to gain from this mission. We can create school climates that are no longer so arid that a single spark or gust of wind sets everything ablaze. If we can do this we may find that the fires are more manageable and less frequent.”Order: The Empathetic Classroom (Teacher Created Materials)

Please join us for “Shifting from Retribution to Repair: A Discussion with Margaret Thorsborne.”Margaret Thorsborne is an author, trainer, and facilitator of Restorative Practice with a background in education and counselling. She is a pioneer of Restorative Practice in schools in Australia and New Zealand in the mid-to-late 1990s, and in the UK in the early 2000s. She has since trained restorative practitioners and change makers in education, workplaces, community, police, and justice sectors across Australia, Asia, New Zealand, the UK, the USA, and Canada. She remains involved in this important transformation in schools, particularly around whole school implementation of trauma-informed, relational approaches and culture change. Marg has been awarded an Order of Australia medal for her contribution to education and a Lifetime Achievement award from NACRJ in the USA.Support the show

In this episode, we sit down with Rachel Credidio, Chief Innovation Officer at Aster Group, to explore how restorative practices can be a powerful lever for culture change, innovation, and organizational performance. Having held the previous role of Chief Transformation and People Officer, Rachel has been at the forefront of embedding inclusivity, trust, and accountability into the DNA of Aster Group. Her leadership has helped make Aster Group most impactful non-profit groups in the UK as they help tackle the UK's housing shortage by providing affordable, safe, and inclusive housing options, while offering wraparound services to support vulnerable communities. In this episode we cover: Why restorative practices reduce conflict and boost engagement across complex organizations How inclusive culture lays the foundation for innovation and decentralized leadership What it means to shift from managing people to empowering them through fair process and shared accountability Why building a culture of voice and trust is a strategic investment—not a “nice to have” How Rachel restructured policies and embedded principles into systems for long-term impact Whether you're navigating transformation, scaling innovation, or building a more inclusive workforce, this episode offers practical tools and inspiration.  Learn more about Outthinker's community of chief strategy officers - https://outthinkernetwork.com/ Follow us on LinkedIn - https://www.linkedin.com/company/outthinker-networks

In this episode, the Creativity Department is joined by Veronica Hicks, Professor of Art Education at Virginia Commonwealth University School of the Arts to discuss the power of restorative practices in the art classroom. Discover how these practices can become meaningful rituals that support artistic growth and emotional well-being. From restorative circles to reflective project planning, explore how artmaking can foster healing, dialogue, and a sense of safety for students and educators alike. Listen in to hear how you can utilize restorative practices in your art room!

Claire de Mézerville López welcomes IIRP alumnus, Gregg Scheiner, to the Restorative Works! Podcast. Gregg joins us and shares how his inclusive approach to mediation and conflict resolution empowers students and community members alike. He shares impactful stories, such as his work with a Nassau County high school where students and staff engaged in peer mediation sessions, leading to lasting resolutions and strengthened community bonds. He introduces us to the innovative Truancy Continuum of Care project, which utilizes restorative principles to reintegrate students into classrooms with supportive, non-punitive strategies. His initiatives have significantly reduced truancy rates and fostered a sense of belonging among students. Gregg is the director of restorative practices at the Long Island Dispute Resolution Center of the EAC Network (LIDRC). Gregg has been an integral part of this Resolution Center team for over a decade. He previously served as trainer and outreach coordinator, making significant contributions to advancing restorative practices across Long Island. As a circles and restrictive practices trainer, he has developed impactful programs in conflict resolution, peer mediation, and diversity training. His work has strengthened partnerships with schools, nonprofits, and government agencies, expanding LIDRC's reach and impact. Gregg holds a Master of Science in Restorative Practices from the IIRP, Master of Business Administration in Marketing from Adelphi University, as well as a leadership certificate, and a Bachelor of Arts from Hofstra University in Cultural Anthropology with a minor in Sociology.  Tune in to hear more as Gregg discusses the future of restorative practices beyond educational settings, envisioning a society where these principles guide all interactions, fostering social-emotional intelligence and balanced relationships.

More than ever, labs and practices are going digital. In this episode of Clinical Edge Fridays, ACT shares one of their latest Master Classes with Dr. Daren Becker, visiting faculty member at the Pankey Institute. He shares some of the key aspects of a digital workflow that will make your dentistry more efficient, precise, and comfortable for patients. Embrace and master these workflows to elevate your practice! To learn how, listen to Episode 900 of The Best Practices Show!Learn More About Dr. Becker:Send Dr. Becker an email: docbecks@mac.com Follow Dr. Becker on Instagram: https://www.instagram.com/doc_becksMore Helpful Links for a Better Practice & a Better Life:Subscribe to The Best Practices Show: https://the-best-practices-show.captivate.fm/listenJoin The Best Practices Association: https://www.actdental.com/bpaDownload ACT's BPA app on the Apple App Store: https://apps.apple.com/us/app/best-practices-association/id6738960360Download ACT's BPA app on the Google Play Store: https://play.google.com/store/apps/details?id=com.actdental.join&hl=en_USJoin ACT's To The Top Study Club: https://www.actdental.com/tttGet The Best Practices Magazine for free: https://www.actdental.com/magazinePlease leave us a review on the podcast: https://podcasts.apple.com/us/podcast/the-best-practices-show-with-kirk-behrendt/id1223838218Episode Resources:Watch the video version of Episode 900: https://www.youtube.com/@actdental/videosMain Takeaways:Create a system for scanning every new patient.Digital is a helpful tool in planning, patient education, and motivation.Scanners are great digital tools, but you need to have a system for using them.Everyone on your team should be trained to use the scanner. It is that important.If your labs do digital, send them scans. If they do analog, send them impressions.Don't forget your principles in doing digital. Do a complete and thorough diagnosis.Snippets:0:00 Dr. Becker's background.5:17 How to get in touch with Dr. Becker.6:16 Course objectives.7:52 More about Dr. Becker.11:20 Disclosure of conflict of interest.13:10 Digital dentistry.17:10 Using digital for diagnosis.20:28 Have a system for using these digital tools.37:44 Q&A: Do your auxiliary team members support these systems, or is it all you?42:02 Q&A: What is your opinion on scan path for wand scanners?43:33 Mounting the upper scan.48:43 Mounting the lower scan.50:06 Evaluating centric stops digitally.55:28 Going from digital to analog.1:02:25 Digital occlusal splint...

Being a Black man in America isn't just difficult, it's a daily struggle often overlooked. But when life gets heavy, where can Black men turn? Where are the safe spaces that remind them they're not alone? We sit down with Dr. Maurice Ball, community leader and life coach, for an honest conversation about the pressures Black men face, breaking generational trauma, and the importance of older Black men living with purpose to uplift future generations. This powerful discussion is one you don't want to miss. FOLLOW DR. MAURICE BALL Instagram: @cmauriceball1 YouTube, TikTok, Facebook: @cmauriceball Podcast: Open For Discussion

In this episode of the Prepared School Psych podcast, Jenny Ponzuric is joined by Kevin Dahill-Fuchel, Executive Director of Counseling in Schools. With over three decades of experience in school-based social work, Kevin shares how his team has helped transform mental health support for students and school communities across New York City.Kevin reflects on his early experiences providing crisis support following events like 9/11 and Superstorm Sandy, and how those shaped his leadership approach. He discusses the transition to remote counseling during COVID-19, the long-term social-emotional effects of remote learning, and the importance of embedded mental health professionals in schools.Listeners will gain insights into restorative practices, the role of school leadership in social-emotional support, and why building authentic adult relationships within schools matters. Kevin emphasizes that true preparedness stems not just from credentials—but from showing up as a whole person.Resources:Counseling and school website https://www.counselinginschools.org/team/kevin-dahill-fuchel/Are your strategies truly neurodiversity-affirming?The Making the SWITCH Webinar Series from Blooming Brains Educational Psychology offers practical, research-backed strategies for supporting neurodivergent students.This on-demand, five-hour professional development series covers:● Writing counseling goals that lead to progress● Effective executive functioning strategies● Neurodiversity-affirming behavior supports and FBAs● Tailored counseling techniques for neurodivergent studentsAccess the full series for just $99 at ⁠www.bloomingbrains.org/webinar.---------------------------------------------------------Follow us on social media for updates, behind-the-scenes content, and more:Instagram: @jennyponzuric https://www.instagram.com/jennyponzuric/LinkedIn: https://www.linkedin.com/in/jenny-ponzuric-1562a8119/Join my FREE LinkedIn Group "Resources for Special Education Professionals": https://www.linkedin.com/groups/14462888/Time Stamps:00:00 – Introduction and Welcome00:54 – Favorite TV Shows (The Bear)02:47 – How Colleagues Would Describe Kevin as a Mental Health Provider03:28 – Kevin's Journey with Counseling in Schools05:36 – Evolution from Clinic Model to School Integration07:48 – Gaining Trust of School Staff09:15 – Barriers to Access and the Role of Embedded Counselors09:49 – Crisis Leadership: Lessons from Superstorm Sandy12:56 – Importance of Listening and Not Rushing into Action15:50 – Crisis Response Post-COVID and Eliminating the "Trauma Gap"18:22 – Staff Support and Internal Communication During COVID21:01 – Managing Student Risk Remotely22:33 – Long-Term Impacts of Remote Learning24:06 – Chronic Absenteeism and Student Motivation Post-COVID24:56 – Strategies for Building Robust Social-Emotional Support25:36 – Restorative Practices and the Power of Circles27:28 – Humanizing the Role of Educators and Support Staff29:16 – Gaining Buy-In from School Staff and Leadership31:22 – Long-Term Change and School Culture32:15 – Increased Mental Health Needs and Decreased Hope33:59 – Modeling Positivity and Connection for Students35:00 – Dual Role of Awareness and Emerging Mental Health Challenges36:02 – How School Psychologists Can Better Support Students37:01 – Learn More About Counseling in Schools38:00 – Advice for New Mental Health Providers40:08 – How the Work at Counseling in Schools Promotes Preparedness42:00 – Closing RemarksThe information and advice provided are for guidance purposes only, and all participants are required to follow federal and state law and their school district guidelines and policies.

In this powerful episode of the Equipping ELLs podcast, host Beth Vaucher sits down with two leading voices in trauma-informed and restorative education, Marg Thorsborne and Joe Brummer, for a deeply transformative conversation on rethinking student behavior, discipline, and classroom culture. Marg, a global pioneer in restorative practices, and Joe, a trauma survivor turned international peacebuilder, bring decades of lived experience and professional wisdom to the table. Together, they co-authored Becoming a Trauma-Informed Restorative Educator, a vital guide for educators ready to move beyond punitive systems and foster true healing and connection in schools.This episode explores the critical differences between behaviorism and trauma-informed approaches, debunking the myth that all behavior is a choice. Joe explains how trauma shapes students' nervous systems, causing many to enter classrooms in survival mode rather than learning mode. Marg highlights the importance of adult self-regulation, reminding us that students need at least one regulated brain in the room — and that starts with the educator.The discussion also dives into the invisible signs of trauma and the necessity of cultivating empathy through self-awareness. Educators are encouraged to start their journey by working on their own wellness, nervous system regulation, and childhood conditioning, especially as many default to the discipline patterns they experienced as children.Listeners will learn why restorative practices aren't a “soft” alternative but a structured, empathetic approach to accountability and healing. They'll also hear the heartbreaking but eye-opening story of how misread facial expressions can trigger violence in culturally diverse classrooms — and how trauma-informed strategies could prevent such outcomes.Whether you're teaching newcomers from war-torn countries or students experiencing daily chaos at home, this episode offers grounded, research-backed strategies to help every educator foster a safe, inclusive, and emotionally available learning environment. With actionable advice and heartfelt insight, this episode is a must-listen for teachers, administrators, and school counselors.

In this episode, the Creativity Department is joined by the authors of Davis Publications' new book, Restorative Practices in Education through the Arts. Listen in as Lisa Kay, Beverley Johns, and Donalyn Heise explore how restorative teaching practices support, encourage, and build relationships. Discover ways to implement these practices in your art room to build strong classroom communities, support students' emotional needs, and create brave spaces for creative expression. Learn how restorative practices can make a lasting impact between students and educators! Listen in to hear more! 

The Power of Storytelling is a special collaboration episode between Minorities in Publishing and the Restorative Works! Podcast. Through the power of storytelling, we aim to engage powerful leaders and activists in conversations around keeping hope in dire times; giving back power to communities; radical empathy; arts as means to tell real life stories, and the effects of genuine engagement in community resilience. Listen to critical storytellers and educators including Jennifer Coreas, Reginald Dwayne Betts, and Tiffany Yu, who have been foundational in bringing awareness to societal issues and community movements through storytelling and literacy. Tune in to hear these influential voices speak on the power of transforming stories into actionable change in the worlds of criminal justice, disability awareness, and publishing.  Participant Bios Jennifer Baker is an author, editor, writing instructor, and creator of the Minorities in Publishing podcast. She's been a recipient of NYSCA/NYFA and Queens Council on the Arts grants, a 2024 Axinn Writing Award, and was named the Publishers Weekly Star Watch SuperStar in 2019. She edited the short story anthology Everyday People: The Color of Life (2018) and is the author of Forgive Me Not (2023) a 2023 Los Angeles Times Book Prize finalist, an NYPL 2023 Best Book for Teens, and 2023 Best of the Best by the BCALA.  Claire de Mézerville López is a licensed psychologist from UCR (Universidad de Costa Rica). She holds a Master in Education with an emphasis on cognitive development from ITESM (Instituto Tecnológico de Estudios Superiores de Monterrey, México). She also has a Master of Science in Restorative Practices from the IIRP Graduate School. She is also an associate professor at Universidad de Costa Rica, and has experience as a therapist, researcher, and consultant. Claire has published papers on adolescence, restorative practices, resilience and educational psychology. Claire has worked with the IIRP since 2011. Currently, among other duties, serves as a liaison to Spanish-speaking communities and organizations in Latin America and elsewhere Reginald Dwayne Betts is a poet and lawyer. A 2021 MacArthur Fellow, he is the Executive Director of Freedom Reads, a not-for-profit organization that is radically transforming the access to literature in prisons through the installation of Freedom Libraries in prisons across this country. Betts has authored several books including the poetry collections Bastards of the Reagan Era and Felon. Jennifer Coreas is the coordinator and cofounder of the program Literacy for Reconciliation for ConTextos in El Salvador and Chicago. Her work extends from curriculum development and teaching to advocacy, training, and facilitation of dialogue. She has led the work and the vision for ConTextos's work in prisons and communities, accompanied authors in their journeys of self-discovery, and brought their stories to hundreds of teachers, psychologists, and social workers in professional development spaces. She has been recognized with numerous fellowships and scholarships including the Rocky Gooch Memorial Scholarship and the Esperanza Fellowship. She holds degrees from El Salvador in English as a second language and applied linguistics, and she received a master's degree in English from Middlebury College in 2018. Tiffany Yu is the CEO & Founder of Diversability, an award-winning social enterprise to elevate disability pride, the Founder of the Awesome Foundation Disability Chapter, and the author of The Anti-Ableist Manifesto: Smashing Stereotypes, Forging Change, and Building a Disability-Inclusive World. Her TED Talk, How to Help Employees with Disabilities Thrive, has over one million views.  She serves on the NIH National Advisory Board on Medical Rehabilitation Research and was a Co-Chair of the World Economic Forum Sustainable Development Impact Summit. At the age of 9, Tiffany became disabled as a result of a car accident that also took the life of her father.

In many schools today, students hesitate to give class presentations — not because of stage fright, but because they're afraid of being secretly recorded and mocked on social media. Principals across the country are spending their time managing the aftermath of incidents sparked by viral trends like “Ship or Dip” posts. Physical altercations between students are often filmed by bystanders and shared online, amplifying the harm. In this episode, Dr. Ruston visits a middle school in Washington State and sits down with Principal Zach to explore what happened when phones were allowed on campus — and how things changed dramatically once new policies were put in place. Zach shares the powerful transformation his school has experienced, and how restorative practices are helping students learn healthier ways to resolve conflict. This episode is intended for both adult and teen audiences.   Featured Expert Zach - Middle School Principal   Additional Links Awayfortheday.org Anti-Bullying Campaigns Cyberbullying: How does your child define it? Truths And Myths About Cyberbullying   Time Code 00:00 Introduction and Personal Story 00:27 The Impact of Smartphones in Schools 01:11 Real-Life Examples of Digital Cruelty 03:44 School Policies to Combat Phone-Related Issues 04:02 Principal Zach's Experience and Insights 07:10 The Culture Shift and Restorative Practices 13:02 Student Rights and Reporting System 16:07 Understanding Multiple Perspectives 16:52 Building Empathy and Conflict Resolution 19:15 Restorative Circles and Safe Spaces 21:10 The Role of Social Media in Conflict 23:26 Addressing Inappropriate Behavior 24:02 Conclusion and Resources  

Traditional discipline isn't working—so what should we do instead? In this episode, Joshua Stamper, educator and co-author of The Language of Behavior, shares how he transformed school discipline by replacing punishment with relationship-driven strategies.