Principles of Discipline that Restores

1. Misbehavior is viewed primarily as an offense against human relationships and secondly as a violation of a school rule (since school rules are written to protect safety and fairness in human relationships).

2. The primary victim of the misbehavior is the one most impacted by the offense. The secondary victims are others impacted by the misbehavior and might include students, teachers, parents, administrators, community, etc.

3. Discipline that restores (DTR) is a process the “make things as right as possible”

4. DTR recognizes both the danger and the opportunity created by the misbehavior and the conflicts that underlie the misbehavior As soon as immediate safety concerns are satisfied; DTR views the misbehavior and conflict as a teachable moment.

5. Discipline that Restores prefers resolving the conflict or handling the misbehavior at the earliest point possible and with the maximum amount of cooperation (as little coercive force as possible).

6. Discipline that restores prefers that most conflicts and misbehaviors are handled using a cooperative structure directly between the ones in conflict.

7. DTR recognizes that not all persons misbehaving will choose to be cooperative. Therefore there is a need for outside authority to make decisions for the misbehaving person who is not willing to be cooperative. The consequences imposed should be tested by whether they are reasonable, related, restorative, and respectful.

8. DTR prefers that persons who misbehave and are not yet cooperative be continually invited (not coerced) and encouraged to become responsible and cooperative, and the should be given that opportunity at the earliest possible time they so choose.

9. DTR requires follow up and accountability structures since keeping agreements is the key to building a trusting community.