Embracing Change While Honoring Tradition: A Generation X Educator’s Journey with Restorative Practices

As an educator who began my career long before the introduction of restorative practices, I am very familiar with traditional disciplinary models. For years, I found comfort in clear rules, well-defined consequences, and a sense of order that aligned with how I grew up and was taught to manage classrooms. Like many Generation X educators, I valued the structure and authority that came with these methods — they helped maintain a controlled environment conducive to learning.

But the world of education, like all fields, evolves. As I progressed in my career, it became clear that the one-size-fits-all approach to discipline was no longer meeting the needs of today’s students. The push for restorative practices brought about a much-needed shift in thinking that I and many colleagues had to embrace to remain practical and relevant.

The Traditional Model: A Comfortable Foundation

Traditional discipline models have worked for many years, and in some cases, they still do. I have seen firsthand how immediate consequences for specific actions can swiftly resolve issues, mainly when safety is involved or when a student repeatedly breaks the same rule. These models, centered on accountability and individual responsibility, give educators a clear framework.

Yet, as classrooms became more diverse and students' needs grew more complex, it became apparent that we needed additional tools. Students today face challenges we couldn’t have imagined a few decades ago—social-emotional struggles, trauma, and greater levels of stress. It was time to acknowledge that the punitive-only approach wasn’t always the best path forward.

The Case for Restorative Practices

Restorative practices focus on repairing harm and building relationships—an approach that initially felt foreign to me. I worried these methods might undermine the authority we worked so hard to establish in the classroom. Could sitting in a circle and talking replace firm consequences? Would this approach lead to students believing that actions no longer have repercussions?

A humorous scene from the HBO show Vice Principals perfectly captures this initial reaction. Principal Dr. Brown introduces Vice Principal Neal Gamby to restorative practices, where his response is worth a watch: https://youtu.be/TTj-QCOm4p8?si=NE8sDYxtRYWHbIfr. It’s a funny moment, but it reflects the real-life resistance many educators, myself included, feel when asked to change long-standing practices.

Despite these concerns, I dove into learning more about restorative practices, attending training sessions, and speaking with colleagues who had already begun implementing them. What I discovered surprised me: restorative practices weren’t about removing consequences but about broadening our approach. They emphasize understanding the root causes of misbehavior, allowing students to reflect on their actions and the harm they’ve caused — ultimately promoting accountability in a new way.

Supporting Teachers Through the Transition

This shift can feel overwhelming for those who began their careers before restorative practices were introduced. We must acknowledge that, just like our students, we require support to adapt. Professional development focusing on the theory behind restorative practices and practical, in-the-moment strategies is crucial.

School leaders must also provide a space for educators to voice their concerns and ask questions without fear of judgment. It’s easy to feel defensive when asked to change methods we’ve relied on for years. However, we can find balance with proper guidance and an openness to blending traditional and restorative approaches.

There is a time and place for traditional discipline, especially when dealing with issues that threaten the safety and well-being of others. The key is discerning when to use restorative practices to repair relationships and when more immediate, consequence-based actions are necessary. This flexibility helps maintain a structured learning environment while addressing the underlying causes of student behavior.

Navigating the Challenges with Traditional Viewpoints

Change is difficult, particularly when colleagues hold more traditional viewpoints. Concerns often stem from a desire to protect the authority of teachers and ensure that discipline is consistent across the board. These are valid concerns, and addressing them through open dialogue is essential. The goal should never be to undermine the authority of teachers or administrators but to give them more tools to address issues holistically.

I’ve found that approaching these conversations with transparency and a willingness to listen helps build trust. Instead of framing restorative practices as replacing traditional discipline, I’ve emphasized their role as complementary methods. In some cases, restorative practices may prevent issues from escalating to the point where severe consequences are needed. In others, traditional methods may still be the best course of action. The key is flexibility to choose the right approach for the situation.

A Balanced Path Forward

As a Generation X educator, I understand the hesitation around shifting disciplinary methods. Restorative practices require us to rethink how we interact with students and how we define accountability. But in my experience, they offer an opportunity to deepen our relationships with students and help them grow in ways that traditional methods sometimes can’t.

We don’t need to abandon the practices that have worked for us for so long—we need to expand our toolbox. By integrating restorative practices into our existing frameworks, we can create a learning environment that is both structured and compassionate. As we navigate these changes, we must support our colleagues, especially those who began our careers long before restorative practices were introduced.

Together, we can build classrooms and schools that meet the needs of today’s students while honoring the values and principles that have guided us for so many years.