Today, schools are facing unprecedented levels of social-emotional dysregulation among students, with many struggling to manage stress, trauma, and emotions in a healthy way. This rise in social-emotional concerns, coupled with increased aggression and trauma responses, directly impacts students’ ability to engage in learning (Jones & Kahn, 2017; Morin, 2020). These behaviors are not just isolated incidents; they reflect underlying issues that stem from a range of adverse experiences—whether familial instability, community violence, or the lasting effects of the COVID-19 pandemic (CDC, 2021). The Los Angeles Institute for Right Brain Practices and Research (LAIRP) is dedicated to advancing restorative frameworks grounded in neurobiology and right-brain communication to help students, educators, and families achieve meaningful emotional regulation and repair. Here, we explore the “Restorative Alliance,” a unique model LAIRP employs to foster personal growth and resilience through neuropsychological techniques, empowering individuals and communities in their journey toward healing and equity.
The Restorative Alliance can be described as the intentional engagement between individuals that centers on right-brain communication and processing, where non-verbal cues, empathy, and emotional resonance form the basis of connection. Neuropsychologist Allan Schore (2010) asserts that the right brain, responsible for relational and emotional processing, plays a crucial role in how we manage conflicts and heal from emotional trauma. This approach emphasizes that creating a non-judgmental, supportive environment enables participants to feel safe, fostering the “being in the moment” presence necessary for trust-building and emotional vulnerability. This foundation, according to Schore, is critical for “repairing relationships and addressing maladaptive emotional responses” (Schore, 2009).
Right-brain to right-brain communication is particularly important in moments of conflict or emotional distress. Damasio (1998) highlights that during these times, the body’s autonomic nervous system is activated, potentially leading to heightened arousal, anxiety, or even panic if not regulated. By fostering a restorative alliance, LAIRP practitioners guide participants through de-escalation techniques, engaging the body’s natural ability to self-regulate by creating an environment that feels emotionally safe and supportive. This connection not only helps reduce immediate distress but also lays the groundwork for long-term cognitive engagement and self-reflection (Damasio, 1998; Schore, 2010).
In restorative practices, the pre-conference phase is essential. This phase provides an opportunity to explore and externalize trauma or conflict-related emotions in a safe, structured environment. LAIRP’s approach allows participants to release implicit memories and autonomic responses associated with past events, enabling a full emotional discharge of the trauma’s impact. Without this release, individuals may experience persistent emotional blocks, often staying in a state of emotional dysregulation. Maintaining a right-brain focus during this process encourages positive engagement, as non-verbal communication cues reinforce feelings of safety and trust (Schore, 2010).
Conflicts often escalate due to unconscious, right-brain responses, with the amygdala triggering defensive and protective mechanisms. During verbal conflict, subtle non-verbal cues can be perceived as threatening, leading to an increase in cortisol and other stress hormones, further fueling dysregulation (Damasio, 1998). LAIRP’s restorative approach targets these right-brain-driven responses through non-verbal attunement and mindful presence, de-escalating conflict by allowing individuals to recognize and interrupt their automatic responses. This process helps reframe the conflict as a reparative opportunity rather than a threat, reducing physiological arousal and opening the path toward healing (Schore, 2010).
The practical applications of restorative practices are particularly impactful within school environments, where students and educators alike benefit from emotionally safe spaces. Traditional disciplinary approaches often address only the surface behaviors, focusing on control rather than on meaningful character development. LAIRP’s neurobiological approach to restorative practices facilitates a holistic view of discipline, allowing students to experience accountability and empathy, key elements in character growth. According to Smith, Fisher, and Frey (2015), students who engage in restorative processes become more responsible and self-aware, helping them to make positive behavioral choices and develop emotional resilience.
By addressing emotional responses at a neurological level, LAIRP supports not only the educational development of students but also their personal growth, as they learn to manage conflicts constructively and develop social-emotional skills essential for lifelong success.
Damasio, A. R. (1998). Emotion in the perspective of an integrated nervous system. Brain Research Reviews, 26(2-3), 83-86.
Schore, A. N. (2009). Right-brain affect regulation: An essential mechanism of development, trauma, dissociation, and psychotherapy. Handbook of Developmental Neuroscience, 1-18.
Schore, A. N. (2010). Relational trauma and the developing right brain. Annals of the New York Academy of Sciences, 1159(1), 189-203.
Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for positive classroom management. ASCD.
Centers for Disease Control and Prevention. (2021). Mental health: Overcoming the impact of COVID-19. Retrieved from https://www.cdc.gov/mentalhealth.
Jones, S. M., & Kahn, J. (2017). The evidence base for how we learn: Supporting students’ social, emotional, and academic development. Aspen Institute National Commission on Social, Emotional, and Academic Development.