MEND - a school based diversion program

MEND

(Mediating Ends Negative Disagreements)

The MEND Approach has been in place in the Limestone District School Board (LDSB) for 4.5 years as a joint Youth Diversion Program (YDP) and LDSB project.

The LDSB is committed to continuing with MEND which is now part of LDSB’s strategic plan as an enhanced progressive discipline approach to school conflict.

 The purpose of this project is to improve school engagement, attachment and overall student success by providing an alternative disciplinary approach.

All schools now have MEND trained staff who are taking a restorative, relationship focused approach to resolving conflicts.

 MEND Intervention specialists Shawn Quigley and Judy Tetlow provide staff and student training, support and educational workshops.

MEND History

In 2006 the Youth Diversion Program (YDP) and the Limestone District School Board (LDSB) began a ‘School Based Diversion’ Pilot Program. Initial funding was provided by the Ministry of Children and Youth Services (MCYS) with the intention of diverting youth from the Criminal Justice System.  At this time almost 35% of youth justice matters in KFL&A area were generated as a result of school based conflict issues. 

In its effort to support bringing this Restorative Approach into area schools LDSB secured further funding from the Ministry of Education and the Ontario Education Services Corporation.  This additional funding allowed for the development of a self sustaining model by providing coverage for LDSB staff release time for training.

MEND has continued to be supported by LDSB with funding through Safe Schools and Student Success portfolios. YDP has continued to provide support through on-going MCYS funding and with the assistance of Trillium Foundation Grants.

LDSB has recently committed to providing the bulk of the funding for continued staff training in an effort to ensure that this approach is available to all students.

The beginning of this project coincided with substantive philosophical shifts in Education policies.  Zero Tolerance had been replaced by Progressive Discipline and a strong emphasis was placed on Character Education.  Both of these changes provided a foundation for and support of Restorative Practices. 

MEND works in partnership with schools, police, community agencies and local child/youth service providers.   These partnerships are intended to increase the ability of schools to manage conflict using in-school Restorative Principles and to link youth to services such as mental health, addictions counselling, or recreational programming.  Ongoing communication with other boards and professionals in the field assists in the continued growth and development of the project.   

The MEND Approach

• The MEND Approach focuses on repairing the harm caused and re-building relationships in contrast to traditional sanctions that focus on attaching blame and implementing consequences for inappropriate behaviour.
• The MEND Approach requires that the student is accountable for their behaviour. It focuses on repairing the harm created by their behaviour, directly involves those harmed by the behaviour and seeks to address the needs of everyone involved.  
• The MEND Approach requires the willing participation of all parties involved

MEND Process:

The MEND Approach is based on Restorative best practices. The Restorative process  of bringing people together when harm has been caused facilitates the acknowledgement of responsibility, strives to mend harm and provides meaningful consequences; all solid components of a sound Character Education and Safe Schools Approach.  It has been proven that the restorative approach is more likely to instill a sense of empathy and understanding in the individuals who have caused harm and to provide greater closure for those who have been harmed.

MENDing Conversations:

MEND staff training is ongoing. Currently over 1,200 LDSB staff are trained to facilitate MENDing Conversations.

When students are involved in a conflict staff will help them to discuss this in a meaningful way. The focus of these conversations is not on who is to blame; but on how other(s) have been harmed and what they need to feel better. The intent is to repair and improve relationships. The student who has caused the harm is supported to help ‘make things right’.

MENDing Circles:

Over 300 LDSB staff are trained to co-facilitate MENDing Circles.

Circles are used to resolve more deep rooted, complex and lengthy conflicts.

MEND Intervention Specialists are readily available to work closely with trained staff and facilitate MENDing Circles.

Circles create a safe opportunity to repair any harm caused and to provide students who have been harmed with the opportunity to voice their needs and have them met.

All those included in the MENDing Circle will have the opportunity to meet with the facilitators prior to the circle to clarify the process, express their needs and concerns and help to prepare them to meet with others involved.

The focus of the circle is to actively work together to repair any harm and to positively integrate students back into the school community

MEND Student Workshops

As part of curriculum, MEND Intervention specialists conduct in class student workshops upon request to help students understand and internalize core concepts such as Empathy, Perceptions, Collaborative Problem Solving, the impact of Bullying and how students can work together to prevent social  cruelty.                                                                                                     

MEND Results

MEND is recognized as a valuable approach for improving school climate. MEND strategies assist students in building relationships and developing positive social skills.

LDSB staff report that the MEND Approach provides a consistent, user friendly way of resolving conflict and improving communication. Students are empowered to work through their own issues and learn readily transferable skills in the process. Improved social skills and increased empathy, kindness and respect are direct outcomes of implementing a MEND approach. Communication improves and positive relationships are developed.

Schools that have adopted a MEND approach report fewer conflicts, social problems and behaviour issues which results in a decreased need to move further up the progressive discipline continuum.

Shawn Quigley, Intervention Specialist This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Judy Tetlow, Intervention Specialist This e-mail address is being protected from spambots. You need JavaScript enabled to view it