Group suggests that emphasizing ‘Joy’ in Philadelphia schools can help reduce racial disparities in discipline

A Philadelphia-based group advocates for schools to emphasize joy as a means to transform the culture within the district, seeking input from parents and the community to drive this change.

The organization, Lift Every Voice, is spearheading the Joy Campaign and is supporting the establishment of a “joy-based budget” for schools. This budget aims to enhance access to recess, arts programs, counseling services, and the Support Team for Educational Partnership, which focuses on student mental health. Additionally, the proposed blueprint includes the creation of a Chief of Joy role within the district, with the City Council exploring the feasibility of this position in Philadelphia schools. The group asserts that this budgeting approach, coupled with community involvement, is vital for addressing issues such as disparities in student discipline.

While the district has its own federally funded restorative justice program known as Relationships First, Lift Every Voice aims to broaden its scope by evaluating whether punitive measures like enforced quiet times and limited recess contribute to inequalities and create an anti-Black environment. Findings from parent surveys conducted earlier this year underscore ongoing concerns regarding student mental health and the overall climate in schools that the district must tackle.

Envisioning schools as desirable environments for students, Lift Every Voice emphasizes the importance of community engagement in advocating for a more equitable education system. Wes Lathrop, the organizing director of Lift Every Voice, highlights the organization’s commitment to ensuring that parents play an active role in shaping the district’s future.

Councilmember Kendra Brooks, a supporter of the Joy Campaign, sees it as a way to foster inclusivity, reduce biases, and celebrate diverse cultural perspectives within schools. Emphasizing the need for consistency and sustainability in implementing such initiatives, Brooks asserts that embedding these principles into the educational framework is essential for long-term impact.

Involving the community in restorative justice is a mutual process, according to Lathrop, who stresses the significance of preparing students for their future endeavors. He believes that parents wield significant influence in shaping the trajectory of the district and empowering students for success beyond graduation.

Susan McLeod, a parent of a Philadelphia public school student, joined Lift Every Voice to address her child’s challenges and advocate for parental involvement in key decisions. Feeling empowered through her involvement with the group, she underscores the importance of creating a supportive learning environment for children from an early age.

One pressing issue highlighted by advocates is the racial disparities in student discipline. Although the district has adopted restorative justice practices to address disciplinary issues, concerns remain regarding the disproportionate rates of suspensions among Black and Hispanic students compared to their white counterparts.

The district’s Relationships First initiative, initiated in 2019 and expanded in 2023, focuses on cultivating student leadership in restorative justice efforts. Through this program, teachers are trained to guide students in conflict resolution and foster a culture of inclusivity within schools.

In parallel efforts, Healing Futures, operated by the nonprofit Youth Art & Self-Empowerment Project, offers an alternative to legal charges by engaging students in mentor-led discussions focusing on accountability and community values. Hanae Mason, a Stoneleigh Fellow working to enhance youth-serving systems, underscores the importance of diverse perspectives in facilitating restorative conversations.

Promoting agency and perspective among students can yield diverse outcomes, as observed by former principal Mary Libby in implementing restorative justice practices. Recognizing the positive impact of student-led initiatives, Libby emphasizes the need to trust students and empower them to lead the process of fostering a more inclusive and restorative school environment.

Malachi Grogan, a seventh-grade student at Anderson who played a role in renaming the school in honor of Marian Anderson, highlights the importance of open dialogue and understanding others’ perspectives in promoting empathy and support among peers.

In reflecting on the approach to restorative justice, a core element of Healing Futures, collaboration and trust emerge as key components in fostering a supportive and inclusive school community.

The article has been revised to clarify that Healing Futures is not affiliated with the district attorney’s office but operates under the auspices of the nonprofit Youth Art & Self-Empowerment Project, receiving referrals from the district attorney’s office for its programs.