For schools
Restorative practice that survives the school year.
Most schools don't need to be convinced. They've had the training, they believe in it, and by October it's living in a binder. We build it into roles, policies, and the weekly calendar, then develop the adults who have to hold it.
The thesis
The training landed. The system didn't hold it.
A one-day professional development doesn't fail because the teachers stopped caring. It fails because nothing in the school's structure carries it after the day ends. No owner, no rhythm, no place in the policy, no time on the calendar. We build the part that carries it.
What we build
Training, systems, and rhythm.
Two modes, same as everything else we do. We develop the adults and we build the structure, then stay until it holds without us.
For teachers
Practice developed until it's theirs, not a script they're performing. Circles, language, and response that hold under a hard week.
For administrators
Roles, policies, and referral pathways that name who does what, so the practice doesn't rest on the one person who champions it.
For the school
A weekly and annual rhythm with the practice built into it, and the structures to onboard the teachers who arrive next year.
How it works
Develop the people. Build the system.
- 01
Diagnose
- 02
Design
- 03
Build
- 04
Train
- 05
Stabilize
Who leads this
The scholar.
Dr. Kendra Sobomehin holds a PhD in education from Stanford and leads the school work. Her practice is formation, learning, and evaluation, which is why the training is designed to be measured rather than assumed.
Many schools are nonprofits, and the fundraising and operations build applies the same way.
See the nonprofit buildThe next step
Bring us the thing that keeps slipping.
Tell us what the practice looks like in your building right now, in October rather than in August. That's enough to start.