At ”Mihail Sadoveanu” Theoretical High School of Bucharest, in April, we had a meeting with 10th grade pupils, where our specialists talked to children about advantages of restorative justice practices in schools, in family relationships and in community.
Restorative justice is an approach focused on reconciliation between offender and victim or community, with voluntary participation of the two parties. Mediation, one of the restorative practices, can lead to understanding between parties, repair of relationships and even emotional healing.
Mrs. Fănuța Lișman, teacher of religion and voluntary mediator in highschool, supports implementation of these practices as simple and efficient methods for solving conflicts in schools. She told us, from her experience, about the use of restorative practices in highschool, in an interview for Terre des hommes Foundation.
- Do you think it would be possible and useful to apply restorative justice practices in Romanian schools?
- I would like very much that we can reach that stage and implement such system. Besides teacher, I am also a mediator and I have been trying for many years to bring these restorative practices in schools, especially mediation. For example, last year we had disciplinary commissions and I proposed that we try to resolve cases through mediation as well. This means we should not limit ourselves to imposing punishments and payment (because the damage had to be paid), but we should also try to repair interpersonal relations.
We also have a method to report cases of violence or misunderstandings, it is an anonymous method. Thus, I can intervene, as a mediator, to support conflicting parties and reach common grounds.
For the time being I act as a voluntary mediator, as the financial aspect is quite difficult. But I preferred to do this volunteering so that children learn what mediation is about, so that they see other ways of resolving conflicts.
- How do pupils perceive these restorative methods in schools, are they open to them?
- The children are very open, some of them have benefitted from these practices already... Each time I take over a new group of pupils, I talk to them about my mediator side as well. .... Of course I still have my problems, because I come from a system and the system often pushes me to do this or that... But, in general, the children are open because they feel there is a benefit for them. They really need relationships and a safe, friendly environment. Due to the fact that I am also a teacher of religion, they call me many times as I approach the emotional area quite a lot.
- Can you give us an example where you managed to help children open up to reconciliation ?
- Yes, I had a case, a girl, a problem-pupil. We didn’t reach mediation because her parents had a different mindset. The girl was aware of her good looking aspect, physical presence, ...... but I managed to reach her heart. I had a separate discussion with her, so that she could understand the situation and understand the other party too. Actually, she had a sort of arrogance which was based on a self-doubt. The girl came to trust me, opened up and told me what the situation was about. It was rather a release of tension. I hope to see all pupils de-tensioned and no more conflicts between them. And not only because they have been punished. In general, I refrain from imposing punishments, because I prefer to help them otherwise.
- Do you have a message for teachers with regard to implementation of restorative practices in schools?
- These restorative practices focus very much on emotions, on our states of mind. They make us, the teachers, be more empathetic, they teach us to ask questions, to make the right decisions.
We wonder why pupils don’t listen to us. When you pay attention to the pupil, to his/ her need, you know how to ask the right question. He realises that you saw him, you noticed him, and he answers accordingly. Then you no longer place yourself in a position of superiority, he perceives you almost as his equal, he feels you empathetically and he answers on that level. Whereas, if I remain on my position as a teacher: “What are you doing there? Why aren’t you paying attention?”, instead of asking him ”What happened to you?”, he will answer on the position I ask him from: ” What are you doing there?” - ”I am playing.” or ”I need to go out to drink water.” The pupils become reactive to our approach. Therefore, we are the main pawn.
- What is your message to pupils with regard to restorative practices?
- The pupils should know there is always a possibility to repair relations in any situation, that there are solutions to everything, even when the situation seems hopeless. They should know there is hope and there are people who can understand them, help them, talk to them and look for solutions together.
The meetings between Terre des hommes specialists, pupils and teachers from „Sadoveanu” Highschool took place within i-Restore 2 project- Accessible Quality Restorative Justice processes for children in contact with the law in Europe, coordinated by Terre des hommes Foundation and co-funded by the European Union.
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