Proactive Circles: A practical guide to the implementation of a restorative practice

Abstract

Schools are seeking additional ways to cultivate positive school climate and culture, address problematic behavior, and increase the social-emotional behavior competencies of students. Restorative Practices (RP) is a whole-school practice that emphasizes prevention and positive responses to challenging behavior that can be used across all settings and with all stakeholders. This article describes the foundation of RP and its implementation in schools, specifically focusing on an overview of Proactive Circles and its integration into Positive Behavior Intervention and Supports (PBIS). Examples will be provided of how schools have implemented Circles for building classroom communities, teaching social skills, and problem solving and monitored for fidelity. Last, there will be a discussion regarding planning for implementing Circles as it fits within a PBIS framework.

Keywords:

• Classroom Circles
• PBIS
• prevention
• restorative practices
• social skills

Additional information

Funding

This research was supported by the University of South Florida College of Behavioral & Community Sciences Internal Grant Program.

Notes on contributors

Lauren L. Evanovich

Lauren L. Evanovich is an assistant research professor at the University of South Florida. Her research interests include Multi-Tiered Systems of Support, with focus on Tier 2 and Tier 3 academic and behavioral interventions; academic interventions for students with learning disabilities; and schoolwide and juvenile justice facility–wide PBIS implementation.

Stephanie Martinez

Stephanie Martinez is an Associate in Technical Assistance with Florida's Positive Behavior Supports (PBS) Project at the University of South Florida. Her research interests include implementation of schoolwide PBS in urban schools and schools that are having difficulty meeting state and national standards.

Laura Kern

Laura Kern is a postdoctoral research scholar at the University of South Florida. Her research interests include the intersection of policy with educational practice, the reduction of aggressive behaviors in schools, and the implementation of multitiered systems of support.

Rocky D. Haynes

Rocky D. Haynes Jr. is an instructor and coordinator of the undergraduate minor in Applied Behavior Analysis at the University of South Florida. His research interests include multitiered support systems/positive behavioral interventions and supports within education and residential settings; prevention of child abuse and neglect through ecobehavioral parent education and training; and capacity building for systems to support staff training and behavioral coaching.