Fostering connections for a positive school environment

On a September morning in Professor of Education Scott Gelber’s “Education and Equality in the U.S.” course, J D. Fergus ’01 demonstrated to Wheaton students ways to create a positive and welcoming atmosphere in the classroom.

He distributed paper plates and asked each student to write down an important value to them, and then share their answers with partners. He also ensured everyone’s voice was heard during the class and went out of his way to connect individually with students.

These simple exercises, which help enhance interpersonal relationships, demonstrate what restorative justice in an elementary and secondary classroom setting ideally should look like, according to Fergus, who is a network managing director of equity and restorative practice at Phoenix Charter Academy Network and lead trainer at the Center for Restorative Justice at Suffolk University in Boston.

Gelber invited Fergus to his course to give his students a deeper understanding of restorative justice in practice. One goal of this approach is resolving conflicts in schools without relying on the traditional tools of suspension and expulsion, which often disproportionately affect students of color.

Fergus, who majored in history at Wheaton, received his master’s degree in secondary education from Tufts University before launching his teaching career.

“I had learned to be very rigid going into education. I think because of that, I relied on school culture and rules for classroom management. But restorative justice really helped me figure out how to balance control and influence,” Fergus said in an interview after the class.

Ways of influencing the culture of a classroom include establishing with students early on what they—and the teacher—need to succeed. For example, the class could meet in a circle and address the question, “What do you need to be your best self?” and create community guidelines that can evolve over time.

“It’s also important to be authentic as a teacher. Young people pick up on authenticity. So with them, I can be my playful and curious self,” he said.

Fergus first took on the role of restorative justice coordinator at Prospect Hill Academy Charter School and has since worked in a similar capacity for various schools and programs.

Following his talk, students shared their primary takeaways. Several brought up how restorative justice could have improved the cultures of classrooms in their past and the need to address student mental well-being.

“I thought about how social justice could be applied to my own high school, and how schools I know in my own hometown could benefit,” said Chloe Leetch ’25, who is majoring in history.

The experience of nurturing a welcoming classroom and helping students resolve conflicts is the most gratifying part of his job, Fergus said.

“The human side of my work brings me joy; it’s a great feeling that keeps me motivated,” he said.

—Laura Pedulli