Restorative Works

What happens when Universal Design for Learning (UDL) and restorative practices come together in the classroom? On this episode of Restorative Works!, host Dr. Claire de Mézerville López speaks with Brianne Parker, Dr. Katie Novak, and Jina Poirier, co-authors of UDL Now! Universal Design for Learning in English Language Arts, about creating inclusive learning environments that support belonging, student agency, and meaningful participation.

The conversation explores how the authors developed their approach by bringing together UDL, restorative practices, social-emotional learning, and character education rather than treating them as separate initiatives. Drawing from their experiences in alternative education, the guests share how relationships and inclusive instructional design can help students access rigorous academic content while feeling supported and connected.

Our guests explore the challenge of balancing academic demands with the time needed to build relationships and create a supportive classroom community. Dr. Novak emphasizes shifting the focus from simply covering content to ensuring that students retain the information, while Brianne shares examples of how understanding students' experiences can create the conditions they need to engage in learning.

Founder and CEO of Novak Educational Consulting, Dr. Katie Novak is an accomplished educator with 25 years of experience in education and a bestselling author of seventeen books with more than 350,000 copies sold worldwide, including UDL Now! Universal Design for Learning in English Language Arts. She is an adjunct instructor at the University of Pennsylvania and an internationally sought-after keynote speaker. Dr. Novak is widely recognized as a leading authority on inclusive practice, UDL, and Multi-Tiered Systems of Support, influencing policy and practice in schools and districts around the world.

Brianne Parker, M.Ed., is an experienced English educator with more than 25 years of experience serving secondary, adult, alternative, and online learners. Her expertise includes English Language Development (ELD), curriculum design, online and hybrid instruction, educational technology, and UDL. Currently with the Orange County Department of Education, she provides standards-based instruction and individualized academic support to diverse student populations. She is a co-author of UDL Now! Universal Design for Learning in English Language Arts, and a national presenter on UDL, literacy, culturally responsive teaching, restorative practices, and equitable educational practices.

Jina Poirier, M.Ed., is a community school coordinator for ACCESS (Alternative, Community, Correctional Education Schools and Services) at the Orange County Department of Education. With 25 years in education, including 15 in alternative, traditional, and nonprofit classrooms, she champions inclusive learning. Jina holds a bachelor's in human services, a master's in education, and a Multiple Subject Teaching Credential. Her literacy expertise supports older students through targeted, age-respectful instruction. Grounded in UDL and restorative practices, she has designed curriculum, taught graduate students at Sacramento State University, trained school teams, and co-authored UDL Now! Universal Design for Learning in English Language Arts.

Tune in to discover practical ideas for utilizing restorative practices in education, including seeing and acknowledging students, celebrating growth rather than achievement alone, creating predictable routines, supporting multiple forms of participation, and asking students for feedback.

What does community-led restorative justice look like when young people are at the center of the process? On this episode of Restorative Works!, host Dr. Claire de Mézerville López speaks with Queen-Cheyenne Wade, program director of Healing Futures, Philadelphia's first pre-charge, pre-trial youth restorative justice diversion program, housed at the Youth Art & Self-Empowerment Project (YASP).

Queen shares how their restorative justice journey began through community, youth organizing, and teachers who emphasized the importance of lineage and relationships in restorative justice. They explain how Healing Futures creates an alternative to court-driven responses by giving young people time to understand the root causes of harm, receive support, engage with the person harmed, and develop a plan for the future.

The conversation explores why restorative justice sometimes requires slowing down rather than rushing toward resolution. Queen describes the months-long process, which includes individual preparation, restorative circles, community agreements, and opportunities for young people to repair harm through meaningful action. Examples include creating murals, supporting elders, connecting with community organizations, and participating in educational or career opportunities.

As program director, Queen leads restorative justice processes that expunge youth charges, support community-driven solutions to harm, and provide hope to BIPOC teens and families with justice-system contact or exposure to community violence. Queen has organized restorative and transformative justice strategies for survivors of community and family violence for the past eight years and is honored to step into the amazing work of community-led restorative justice in Philadelphia. When Queen isn't handling the duties of a program director, they enjoy making art through collaging, taking hikes, and baking for their friends and family.

Tune in to discover practical ways to begin building community-led restorative justice, including proactive conversations, creating shared community agreements, holding circles within your own community, and using pod mapping to understand and strengthen networks of support.

What does it take to build unity in a deeply divided society? On this episode of Restorative Works!, host Dr. Claire de Mézerville López meets with entrepreneur, investor, and movement builder Adam Mizel about creating meaningful connections across political, social, and cultural divides.

After a 30-year business career, Adam turned his attention to what he describes as one of America's most complex challenges: growing division. Through his work with US United and its network of nearly 100 sheriffs, Adam focuses on practical ways people can strengthen relationships, cultivate hope, and create a culture of unity.

Sharing lessons from a cross-country road trip where he spoke with thousands of Americans about division, community, and what brings people together, he emphasizes that unity starts with the individual. Asking questions, listening deeply, practicing empathy, and approaching others with respect can create the foundation for stronger relationships, even when people disagree.

Adam Mizel is the co-founder of US United, a not-for-profit media collective building unity through storytelling, service, and human connection. Adam and Sheriff Chris Swanson of Flint, Michigan, have grown US United into a movement for unity that is proving that Americans aren't as divided as politicians and media want us to believe. Today, US United has built a network of close to 100 sheriffs committed to bringing unity into their communities and just completed a summer cross-country road trip documenting real stories of unity happening at the grassroots level. The organization works to prove that Americans share common values and can bridge divides through community engagement.

Tune in for an accessible look at how restorative practices, respectful dialogue, storytelling, and human connection can help people move beyond polarization and participate more meaningfully in building stronger communities.

What happens when music becomes a space for healing and connection? On this episode of Restorative Works!, host Dr. Claire de Mézerville López is joined by singer-songwriter and registered psychotherapist Cindy Doire, founder of Chorus of Courage and Dare to Defy Records, about the transformative potential of creativity and relationships in responding to harm.

Cindy shares the story behind Chorus of Courage, an initiative that brings together survivors, artists, therapists, and allies to transform lived experiences into original songs. What began as an effort to create a safe and confidential space for stories that often remain isolated within the justice system has evolved into a collaborative community centered on listening, expression, empathy, and connection.

Cindy explores how restorative practices, psychotherapy, and artistic expression can create opportunities for people to reconnect with their agency and find meaning in experiences that cannot simply be "fixed." She reflects on the importance of holding complexity rather than searching for simple solutions, and on how music can make difficult conversations more accessible while reminding people that they are not alone.

Cindy Doire is a bilingual singer-songwriter. She bridges psychotherapy, restorative practices, and music to create spaces where people can reconnect with themselves, one another, and their communities through her work as the founder of both Chorus of Courage andDare to Defy Records, a social impact record label dedicated to challenging the status quo and amplifying voices that are too often unheard. Whether facilitating therapy, leading community groups, or developing creative programming, Cindy is guided by the belief that healing begins with authentic relationships, deep listening, and shared humanity. She is passionate about using creativity as a catalyst for restoration, resilience, and social change, helping individuals and communities move beyond survival toward connection, hope, and meaningful repair.

Tune in for a reminder that restorative practices work does not always begin with solving a problem; sometimes, it begins by creating space to be heard, staying curious through discomfort, acknowledging our blind spots, and showing ourselves and others compassion.

What happens when schools move beyond punishment and create meaningful opportunities for accountability, repair, and belonging? On this episode of Restorative Works!, host Dr. Claire de Mézerville López speaks with Erin Chávez, the restorative practices coordinator at Garfield STEM Magnet and Community School in Albuquerque, New Mexico, about building a safer, more connected school community through restorative practices.

Erin shares how Garfield STEM has integrated restorative practices across classrooms, families, and student support systems. She also highlights the Circle Keepers, a student leadership group that puts young people at the center of restorative implementation. What began with 12 students has grown to 25–40 students each year who facilitate circles, support school events, teach future educators, and share restorative practices with university and community partners. Through this work, students develop leadership, communication, and conflict-resolution skills while helping shape their school culture.

The conversation also explores a common question: Are restorative practices too "soft" to create safe schools? Erin explains how restorative practices can strengthen accountability and safety rather than diminish them. She discusses alternative-to-suspension supports, repair plans, mediation, reentry meetings, and the importance of helping students return to the community after harmful behavior. Erin also shares compelling data from Garfield STEM: over five years, the percentage of staff who reported feeling safe increased from 43% to 83%, while student perceptions of safety rose from 34% to 89%.

Erin is a 20-year educator, having worked as a teacher, school administrator, and currently a restorative practices coordinator. She also sponsors the school's Circle Keepers student group, putting students at the forefront of restorative practices. Her students have partnered with the University of New Mexico's DEI Department and the College of Education and Human Sciences to highlight the role of restorative practices in building safe, connected, and thriving school communities. Erin has experience training all levels of educators, from early childhood educators to university faculty. She is also the owner of The Restoring and Rising Collaborative, providing restorative practices implementation support to youth-serving institutions. She earned her bachelor's degree in elementary education and master's degree in educational thought and sociocultural studies from the University of New Mexico.

Tune in for a practical look at restorative practices in schools, student leadership, school safety, accountability, reintegration, and sustainable implementation.

What does it take to build a workplace culture where people feel safe, valued, heard, and able to do their best work? In this collaborative episode of Restorative Works! and The Behaviorist, Dr. Claire de Mézerville López is joined by IIRP Instructor and Implementation Coach Jennifer Hiestand and Founding Partner at Work Wisdom, LLC, Sarah Colantonio, for a roundtable conversation about trust as one of the most essential elements of healthy relationships.

Drawing on restorative practices and positive organizational behavior, the conversation explores why trust serves as a foundation for strong workplaces, teams, communities, and relationships. Sarah describes trust as a "comfortable relationship with the unknown," while Jen connects the concept directly to restorative practices' focus on building, sustaining, and repairing relationships. Together, they explore how trust can be cultivated intentionally rather than treated as something abstract or automatic.

The conversation introduces three key drivers of trust: authenticity, logic and reasoning, and empathy. The guests discuss how each contributes to people's willingness to trust one another, and how recognizing where trust breaks down can help leaders and teams address challenges more constructively.

Sarah Colantonio has served as a professor of communication at both Millersville University of Pennsylvania and Penn State University since 2003. Sarah has studied mindfulness since 2004 and participated in training and certifications with Jack Kornfield and Tara Brach. She is also certified in Emotional Intelligence (EQ) and Influence Style Indicator (ISI) through Multi-Health Systems, completed training in Equity-Informed Mediation (EIM) through Resolutions Northwest in July 2020, and holds a Master of Science in Communication and a bachelor's degree in psychology. Sarah co-hosts The Behaviorist podcast with Work Wisdom Founder Kedren Crosby, where they share helpful, concrete practices for elevating leaders, teams, and companies to become the best versions of themselves.

Tune in for a thoughtful conversation about workplace trust, restorative practices, positive organizational culture, relational leadership, and the everyday actions that help people build stronger communities.

What if reading could do more than build literacy skills? What if books could help us regulate stress, strengthen empathy, foster connection, and support our overall well-being? In this episode of Restorative Works!, host Dr. Claire de Mézerville López speaks with literacy and teacher educator Stephanie Affinito about the connection between literacy, wellness, relationships, and restorative practices

Stephanie invites us to explore what happens when educators expand their understanding of literacy beyond academic skills. She discusses how books and stories can help children and adults explore identity, develop empathy, and see experiences through different perspectives. When educators make reading social and invite students to share their reading lives, books can become a pathway to stronger relationships and a greater sense of community.

The conversation also considers how this approach can support teacher wellness, particularly at a time when educators face significant stress and burnout. Rather than treating reading as another obligation, they discuss the importance of rediscovering reading as a source of pleasure, wellness, inspiration, and connection.

Stephanie is a book-loving, notebook-hoarding literacy educator on a mission to change lives one book and one notebook at a time. She podcasts weekly on books and reading, writing, notebooks, and everything in between on Restorative Reading & Writing for Wellness. She also chats with a new children's literature author every week on her KidLit Love podcast.

Tune in to discover how reading can become part of a restorative practices culture in schools and communities, not just something we teach, but something we live.

From personal and communal grief to creating a workplace that works for everybody. In this episode of Restorative Works!, host Claire de Mezerville López welcomes Assistant Commissioner for Diversity, Equity, Inclusion, and Belonging at the New York City Department of Parks & Recreation, Dr. Iyana Titus, to explore how restorative practices can transform workplace culture and strengthen communities in the largest municipal park system in the nation.

Dr. Titus shares the deeply personal story that led her to restorative practices during the COVID-19 pandemic. While grieving the loss of her father and supporting employees through unprecedented challenges, she experienced her first restorative circle. That moment helped her process grief, reconnect with others, and discover the power of authentic dialogue.

Listen to discover how restorative circles became an essential tool for supporting employees across the Parks Department, from Parks Enforcement Patrol Officers responding to overdose emergencies to supervisors navigating the pressures of seasonal operations. Dr. Titus explains how circles created opportunities for staff to share personal experiences, process difficult emotions, and build stronger relationships across every level of the organization. As interest grew, the department expanded its efforts by training a cohort of circle keepers, embedding restorative practices into leadership development, team retreats, and employee support initiatives.

In her role, Dr. Titus is responsible for creating and implementing the agency's diversity and inclusion strategies, policies, and practices, conducting EEO investigations, and ensuring that the agency complies with all federal, state, and local anti-discrimination laws. As an assistant commissioner, she has also been instrumental in facilitating difficult conversations on race relations, religion, international issues, mental health, and a host of other topics. She has created and implemented her agency's first alternative dispute resolution program, which includes mediating employment-related disputes. Recently, she wrote an article entitled "Using Restorative Practices to Create Restorative Park Systems," which was published in the Parks & Recreation Magazine of the National Recreation and Parks Association.

What does it take to move restorative practices from an idea into sustainable, meaningful change? In this episode of Restorative Works!, host Dr. Claire de Mézerville López welcomes back IIRP Associate Professor Dr. Doug Judge for a conversation about the structural, cultural, and emotional dimensions of implementing restorative practices in schools and other organizations, as outlined in his recent Presidential Paper Addressing the challenges of change through evidence-based implementation and chapter of the same title in Restorative Practices in Education: Research and Applications.

Dr. Judge joins us to explore why knowing what works is only the beginning. He introduces key insights from implementation science, including the importance of understanding what works, where it works, and under what conditions. Rather than assuming that evidence-based practices will automatically translate into effective change, he emphasizes the relationships, readiness, culture, and conditions that help initiatives take root and thrive.

The conversation examines how restorative practices can strengthen change management, reviewing how fair process, including engagement, explanation, and expectation clarity creates agency and builds trust among the people affected by change. Dr. Judge explores the value of proactive, relationship-centered support and explains why organizations should invest heavily in prevention, community building, and relationship development rather than relying primarily on responsive approaches.

Dr. Judge has more than 25 years of experience in education, administration, large-scale implementation in schools, social work, and youth services. His career has focused on addressing systemic inequities in influential public institutions. He served as a special education teacher in a variety of public and institutional school settings, and as a school administrator at a large public alternative high school in Seattle, focused on providing restorative and healing-centered wraparound supports. As the Director of Social and Emotional Learning for Highline Public Schools, Doug led the districtwide implementation of restorative practices, positive behavior supports, and Social Emotional Learning (SEL).

In this episode of Restorative Works!, host Dr. Claire de Mezerville López speaks with Dr. Tahirah J. Walker, Chair of the Department of Community Engagement and Leadership at Point Park University, about the connections among restorative justice, community, education, writing, and joy.

A writer, teacher, restorative justice practitioner, and scholar, Dr. Walker challenges the idea that writing and learning must happen in isolation. She shares how she has come to understand writing as a community practice and reflects on the writers, artists, and thinkers who have influenced her approach to community engagement. She also explores the role of humor and joy in helping people recognize their shared humanity, particularly when addressing difficult or complex issues. Drawing on poet Toi Derricotte's idea that joy can be an act of resistance, Dr. Walker considers how intentional joy can become part of restorative practices.

Dr. Walker also discusses her experiences applying restorative practices in public defense and K-12 education. Her work with public defenders showed her how approaches centered on restorative practices can emerge, such as developing mitigation stories for people facing sentencing. She contrasts that experience with her work alongside educators, where she encountered more resistance to restorative practices and gained a deeper appreciation for the complexity of creating change within school communities.

Dr. Walker is a writer and teacher whose work explores the intersections of Black womanhood, community, and expression. She holds a doctorate in rhetorical studies, and her work is influenced by the brilliance and insight of Yona Harvey, Brian Broome, Deesha Philyaw, Damon Young, Tony Norman, Kendra Ross, and INEZ. Tahirah endeavors to reflect the vibrant and unapologetic voices that make Pittsburgh feel like home.

Food has the power to nourish more than our bodies; it can also strengthen relationships, build community, and create opportunities for healing. In this episode of Restorative Works, host Claire de Mezerville López speaks with Ali Rizvi, LSW, volunteer executive director of Garden of Joy Culinary Academy and school social worker with Cincinnati Public Schools, about how restorative practices, shared meals, and life skills education are transforming the lives of young people in Cincinnati.

Ali shares how his introduction to restorative practices through IIRP shaped both his work in schools and the creation of Garden of Joy, a free culinary, gardening, and youth development program rooted in nonviolence, food justice, and restorative practices. Rather than excluding students who struggle with behavior, the program creates opportunities for accountability, relationship building, and growth through daily circles, cooking together, and conversation. Ali reflects on the community response that led to Garden of Joy's creation following youth gun violence in Cincinnati and describes how volunteers, families, educators, and community members have united around a shared commitment to providing safe, supportive spaces for young people.

Ali's work is rooted in restorative practices, nonviolence, youth development, food justice, and creating spaces where young people feel safe, valued, and connected. Ali believes food can be a powerful doorway into relationship, accountability, healing, and joy. In addition to his work at Garden of Joy, Ali serves students and families as a social worker at Hays-Porter School. He is passionate about building community-centered programs that help young people learn nonviolence and essential life skills.

Tune in for a powerful reminder that building stronger communities often begins with simple acts of connection. Whether through a family dinner, a classroom circle, or a shared conversation, Ali demonstrates how food, relationships, and restorative practices can create lasting change.

How can schools move beyond reacting to harm and instead create the conditions that help prevent it? A continuation of the conversation started in the episode, The Sustainability Myth: What Schools Get Wrong About Restorative Practices, host Claire de Mézerville López welcomes back Lan Nguyen and Jennifer Vermillion of the San Diego County Office of Education to explore how restorative practices can interrupt the school-to-prison nexus through systems change, collaboration, and relationship-centered leadership.

Together, they challenge traditional approaches to discipline and examine why keeping young people out of the justice system requires more than school-based interventions. From engaging families and community organizations to ensuring restorative processes are accessible to all students, the conversation highlights the importance of expanding who has a voice and who has a seat at the table. Lan and Jennifer also discuss one of the greatest barriers to sustainable implementation: expecting educators to lead change without first creating the conditions for their own well-being. They argue that lasting transformation begins by investing in adults, fostering belonging, and moving beyond one-time training toward leadership that embodies restorative practices.

Jennifer is a project specialist with the San Diego County Office of Education, providing professional learning and coaching on restorative practices 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 practices implementation across San Diego County at the San Diego County Office of Education.

Tune in to hear more practical wisdom for restorative practitioners navigating current social challenges, with more patience, trust, and humility.

In this episode of Restorative Works!, host Claire de Mezerville Lopez welcomes Dr. Layla Dehaiman, assistant professor of special education at the University of New Mexico, to explore how school communities can become more equitable, inclusive, and transformative. Fresh from defending her doctoral dissertation with distinction, Dr. Dehaiman shares insights from her research examining how educators experience and make sense of restorative practices, offering a powerful counter-narrative to traditional implementation studies.

As a seasoned restorative practitioner, Dr. Dehaiman explains why restorative work is more than a collection of strategies: it's a philosophical shift that challenges educators to rethink discipline, relationships, and community. She discusses her research on school discipline, the school-to-prison pipeline, and the importance of centering educator voices as schools strive to build more just learning environments. The conversation also explores the role of mindfulness, co-regulation, and educator wellness. Dr. Dehaiman introduces practices like "Warm-Hearted Wednesdays" and explains why helping educators regulate their own nervous systems is essential for supporting students through challenging moments.

Dr. Dehaiman earned her doctorate in Special Education from Syracuse University, where her scholarship focused on restorative practices, equity in school discipline, and inclusive education. In her professional career in education, she has collaborated extensively with school districts, state education agencies, and institutions of higher education to design, implement, and evaluate comprehensive teacher preparation and induction programs. She has mentored and coached pre-service and early-career teachers and developed curriculum for teacher residency and certification pathways. Her work has centered on the implementation of restorative practices, social-emotional learning, mindfulness, and other holistic approaches to behavioral support, with an emphasis on fostering equitable and sustainable school environments. She was named a recipient of the 2026 Career Achievement Award, part of the Paul Bartlett Ré Peace Prize, for her work supporting students with restorative practices. Administered through the UNM Foundation, the prize honors individuals whose work advances harmony, healing, and nonviolent approaches within their communities.

Tune in for more practical insights to create more inclusive schools and remind us that investing time in relationships today creates stronger communities tomorrow.

In this episode of Restorative Works!, host Claire de Mezerville Lopez welcomes guest Melkam Tesfaye for a grounded conversation on restorative practices in higher education and student affairs. Tesfaye draws on her background in law, mediation, and conflict resolution to explore how approaches that are rooted in restorative practices take shape inside complex university systems, particularly within the context of Gonzaga University.

Tesfaye emphasizes that restorative practices is more than just an initiative, it is culture-building, relational leadership, and sustained engagement. She highlights a common challenge across both K–12 and higher education settings: not resistance to restorative practices, but the ongoing difficulty of finding time to implement and sustain them. From onboarding conversations to cohort-based training models, she illustrates how institutions can move beyond one-off workshops toward long-term relational learning.

Melkam is the assistant director of student conduct and conflict at Gonzaga University, where she works with resident directors on student conduct cases and manages conflict resolution services, such as educational conversations, mediation, and restorative justice conferencing. She is a trained restorative practices facilitator and serves on a divisional task force implementing restorative practices within Student Affairs. With a background in law, Melkam brings extensive expertise in mediation, adaptable dispute resolution, and restorative practices, along with a multidisciplinary perspective to conflict resolution. Melkam is a member of the Restorative Justice Network of Catholic Campuses (RJNCC) national planning team. She has led trainings on de-escalation and restorative practices in the workplace and is an active community mediator.

Tune in for stories and examples of everyday practices that are foundational to building trust, compassion, and shared accountability in academic environments.

In this episode of Restorative Works!, host Claire de Mezerville López welcomes Assistant Director of Learning and Community Engagement at Manhattan Theatre Club, Gabbie Ballesteros. Together, they explore the powerful intersection of art, advocacy, and restorative practices, revealing how creative expression can strengthen relationships, amplify voices, and inspire meaningful social change.

Drawing from her work in classrooms, community organizations, and theaters across New York City and around the world, Gabbie shares how theaters create spaces where people feel seen, heard, and valued. She discusses the parallels between restorative practices and theater, explaining how both rely on trust, vulnerability, dialogue, and shared accountability to build stronger communities.

The conversation also highlights Punch, the Broadway production inspired by a real restorative justice story, and the innovative post-show dialogue circles that invited audiences to move beyond passive viewing into authentic community conversation. Gabbie reflects on how storytelling encourages empathy, sparks curiosity, and creates opportunities for lasting transformation both on and off the stage.

Gabbie is a multi-disciplinary administrator, teaching artist, and performer who believes deeply in universal access to and engagement with the arts. In her role at the Manhattan Theatre Club, she collaborates on programs spanning classrooms and community spaces throughout New York City, across the US, and around the world that empower learners to engage joyfully and authentically with theater. Gabbie has led a session on community partnerships with the American Alliance for Theatre and Education, moderated special panel events and audience discussions, and was selected for the 2026 Emerging Leaders Program with the New York Foundation for the Arts. She has proudly served as an educator in the New York and Washington, D.C., areas and her home country of the Philippines. She strives to uplift the intersection of art and advocacy across all avenues of her work.

Tune in to hear about Manhattan Theatre Club's educational initiatives, including international playwriting programs, partnerships with community organizations, and free theater resources that make storytelling accessible to educators and learners worldwide.

In this episode of Restorative Works!, host Claire de Mezerville López welcomes Dr. Alex Boesch, educator, higher education administrator, and organizational culture expert, for a thoughtful conversation about how restorative practices can bridge intercultural competence and social justice in higher education.

Drawing on more than 15 years of experience implementing restorative practices on college campuses, Dr. Boesch explores how circles create space for meaningful dialogue across differences. He shares real-world examples from his work at Wayne State University, including facilitating listening circles following moments of community trauma and creating spaces where students, faculty, and staff can process difficult events with care and dignity. He discusses the importance of intentional facilitation and how structures rooted in restorative practices provide emotional safety, ensuring every voice has the opportunity to be heard.

In his current role at Wayne State University, Dr. Alex Boesch leads strategic initiatives that support a positive and healthy organizational culture. He regularly designs and facilitates workshops, retreats, and learning experiences for employees. He is skilled at leading working groups to improve organizational culture. Dr. Boesch has infused restorative practices in his higher education and consulting work for 15 years. He has presented at conferences on the intersection between restorative practices, intercultural competence, and social justice. Dr. Boesch holds a doctorate in educational leadership from Eastern Michigan University.

Tune in to discover how intentional dialogue and restorative practices can transform how we lead higher education.

In this special collaborative episode of Restorative Works and The Teacher's Sphere Podcast, hosts Dr. Claire de Mezerville Lopez, Dr. Kobi Nelson, and Sarah Lane explore how educators can cultivate stronger school communities through civil discourse, restorative practices, and meaningful dialogue.

Our hosts invite us to examine the role teacher leaders play in fostering civil discourse among colleagues, emphasizing the importance of listening, intellectual humility, and curiosity. Sarah introduces Sphere's AWARE framework (Assert, Wonder, Accept, Respect, and Establish) as a practical tool for guiding productive conversations and building understanding across differing viewpoints.

Explore how teachers, administrators, families, and staff can move beyond adversarial thinking and focus on shared goals that support student success. We dive into cognitive biases and their impact on decision-making, relationships, and school culture. Our hosts examine how self-awareness, restorative practices-rooted dialogue, and intentional engagement with diverse perspectives can help educators recognize and navigate these biases more effectively.

Kobi is the content development specialist for Sphere Education Initiatives. She hosts Sphere's podcast, The Teacher's Sphere, and creates curricular resources in collaboration with K-12 teachers and content scholars. Kobi has two decades of experience teaching reading, writing, and literature in middle schools, high schools, and colleges. Kobi holds a bachelor's and master's in English as well as a master's in Curriculum and Instruction. She earned her doctorate in Education and Human Development from the University of Colorado.

Sarah is a manager of alumni and educator engagement for Sphere Education Initiatives. She also supports hosting Sphere's podcast, The Teacher's Sphere. She leads professional development across the country to partner with educators and administrators to foster spaces of civil discourse and community. She has K-12 experience as a teacher, instructional facilitator, and curriculum writer. Sarah has a Master of Science in Curriculum and Instruction, principal certification, and is a National Board Certified Teacher.

Tune in to discover more practical insights and valuable resources for anyone committed to creating educational environments where dialogue, empathy, and diverse perspectives can thrive.

Resources from Sphere Education Discussed in Today's Episode:

• The Civil Discourse Primer
• Bias Bites
• Sphere's Leadership Toolkit for Civil Discourse (full of tools for leaders to use to cultivate the culture of civil discourse discussed in the episode)

In this second part of our conversation with Saundra Hensel, alongside co-hosts Dr. Michael Washington and Dr. Doug Judge, we continue exploring the long-term, system-wide implementation of restorative practices in a large school district. With over a decade of experience, Saundra shares how integrating restorative practices with social-emotional learning, trauma-informed care, and behavior supports can strengthen school culture and climate. Revisit the first part of our conversation here.

The conversation highlights how students often have strong opinions about discipline but many fail to receive the space to share them. Engaging students, "catching them doing the right thing" and using student voice to move the conversation towards a deep reflection about what it means to build an intergenerational community.

Through practical examples, Saundra illustrates how small relational shifts, like listening, adapting, and showing vulnerability, can transform challenging dynamics between students and educators. This conversation also reflects on sustainability, leadership commitment, and the structures needed to support lasting change, offering valuable insights for anyone engaged in system-wide restorative practices implementation.

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 learn more about Saundra's insights and discover, along Claire and co-hosts Mike and Doug, some major take aways regarding restorative practices implementation!

In this episode of Restorative Works!, we are joined by Heather Gardley, a leader deeply committed to advancing community-centered approaches through restorative practices in higher education. Heather shares insights from her work supporting schools and organizations in building cultures rooted in trust, belonging, and accountability.

Heather invites us to consider how we can implement restorative practices on campuses to build community, whether that be during new student orientation, student employee training, problem solving spaces, or when conflicts occur. Through moving stories of real-world impact, this episode offers a thoughtful look at how restorative practices can help transform not only institutions, but also the ways we show up for one another in our daily work.

Heather Gardley serves as the Director of Student Conduct, Rights & Responsibilities at California State University, East Bay. With over 20 years of experience in higher education, she is recognized as a strategic and thoughtful leader committed to fostering ethical development, student advocacy, and retention. Her work is grounded in a student-centered approach, with a strong emphasis on care, accountability, and growth. A dedicated restorative practitioner, Heather brings a balanced perspective to student conduct work, prioritizing both responsibility and support. Heather earned her bachelor's degree from San José State University and a master's degree in organizational communication from CSU East Bay. She is also a proud member of Sigma Gamma Rho Sorority, Inc., reflecting her ongoing commitment to service, leadership, and community engagement.

Tune in to discover how restorative practices can transform educational higher ed spaces and support the work of joining students and strengthening campus community.

In this episode of Restorative Works!, host Claire de Mezerville Lopez is joined by educator and researcher Dr. Cameron McCuaig to explore what it truly means to center student voice and reimagine schools as spaces of service, dignity, and community.

Cam challenges traditional models of education by contrasting compliance-driven systems with a more relational, student-centered approach. Using real classroom experiences, he invites listeners to reconsider the role of educators: not as directors of learning, but as guides who walk alongside students, helping them navigate barriers and pursue meaningful engagement.

Through powerful stories from his work with young children, Cam illustrates how even the youngest learners can understand complex ideas like rights, responsibility, and mutual care. At the heart of this episode is a compelling reminder: restorative practices are not simply reactive tools, but proactive, preventative ways of being that prioritize relationships and belonging.

Dr. Cameron McCuaig is a Canadian French Immersion principal, educator, speaker, and creator of the Web of Rights, a practical framework that helps schools move from compliance-driven discipline toward structured, rights-informed learning communities grounded in dignity, student voice, and shared responsibility. He holds a Doctor of Education from Northeastern University, where his research examined democratic school models in Ontario public elementary schools. With more than two decades of experience in schools and professional learning spaces, he supports educators and school communities through workshops, webinars, consultation, and practical implementation tools. Through Student Rights Education, he shares strategies for rethinking classroom management, conflict, and school culture with greater dignity, clarity, and accountability.

Follow him at @dr.cammccuaig and tune in to discover how centering rights, voice, and relationships can transform not only classrooms, but the future of education itself.