Connecting At-risk Youth To Place: Using Restorative Practices To Improve Learner Awareness Of Local Climate Change

Educational practices of restorative practices and outdoor education have often been implemented as two separate entities despite both having similar goals of building relationships while providing a sense of belonging and empowerment for the individual. Restorative practices originated in the justice system and are being increasingly used with at-risk youth in an effort to help the individual heal and rebuild relationships with community and self as a preventative approach to addressing the school-to-prison pipeline. Outdoor education is often conducted through place-based and inquiry-based learning, which uses hands-on experiences to promote increased learner awareness of environmental concerns, such as climate change while also promoting a sense of belonging and stewardship. Participants in this study experienced nature through place-based and inquiry-based hands-on learning experiences regarding local biomes, plants, and climate. During and after lessons, participants reflected on their experiences through discussions and circle talks. Through these lessons, participants also reflected on their own experiences to deepen the connection to community and place. The data analysis confirmed the hypothesis that at-risk youth would have an increased awareness of local climate change as they developed a connection with place and community while also developing intrapersonal and interpersonal skills. By using restorative practices with outdoor experiences, it was determined that this process holistically supports the at-risk youth and provides them with an opportunity to reflect and heal. The hope is that this will help them be successful, academically and personally, increase learner awareness of local climate change, and promote a sense of belonging and stewardship