A new tool that helps youth understand the human impact of criminal activity is being unveiled at selected inner-city secondary and elementary schools.

If it proves successful, restorative justice could expand to cover six additional secondary schools and more than 20 elementary schools throughout Hamilton.

The restorative justice program is a new two-year pilot project made possible by a $149,600 grant from the Ontario Trillium Foundation.

The program is a partnership between the Hamilton Wentworth District School Board, Hamilton Police and the John Howard Society of Hamilton, Burlington and area. It will begin at Sir John A. MacDonald and Delta Secondary Schools, plus eight elementary feeder schools in the inner city.

Dale Pyke, program co-ordinator, said restorative justice addresses both the needs of the victim and the offender.

He provided an example of two middle school girls found teasing and bullying a third girl.

Under typical disciplinary measures, the bullying students would be handed a suspension and the issue would be considered closed.

By contrast, a restorative justice method would involve mediation between the victim, the offender and trained school staff. In an open dialogue, the victim can explain what happened and how it made her feel.

"It takes the focus off the offense to the system and puts it on the harm to the person," Mr. Pyke explained.

An open discussion can also shed light on underlying issues, Mr. Pyke said, such as eating disorders and stress in the home.

Restorative justice can be used in combination with a suspension, or on its own, based on the discretion of school staff.

In March, the Ontario Trillium Foundation gave the collaborative initiative a two-year grant to assist training for youth and family workers, school liaison police officers and teachers who will be working with youth at risk to develop a mechanism for conflict resolution. The pilot project involves 105 trainers from Hamilton Police Service. About 320 people will be trained by the end of the program's second year.

In a media release, education director Chris Spence acknowledged traditional forms of discipline, including expulsion, are not working.

"Those practices just aim to further alienate the very youth who are in the most need of developing strong, positive relationships," he stated. "Those involved at both ends of the spectrum need to have greater opportunities to be reintegrated back into the school and community as healthy, cooperative members of society."