River’s Story:
A Theft Scenario
Scenario
River is a 15-year-old Indigenous youth who loves art and often spends time sketching at school. Art helps River manage stress and express their feelings, but at home, they don’t have access to many supplies.
One afternoon, after class, River noticed a brand-new, professional-quality set of colourful markers sitting on the art room desk. They belonged to Harper, a classmate, who had just received them as a special birthday gift. The markers were expensive; $450, and very meaningful to Harper.
Tempted by how beautiful they were and wanting to try them out, River slipped the markers into their backpack and took them home, planning to use them and bring them back later. The next day, Harper noticed the markers were missing and told the teacher. When the teacher checked River’s bag, the markers were found inside.
River immediately admitted to taking them and said they never meant to steal permanently. However, Harper felt deeply hurt; not only because of the cost, but because they felt their gift had been disrespected.
The school, families, and community have now come together in a Restorative Justice Circle to talk about what happened, who was impacted, and how the harm can be repaired in a good way.
River (Youth who took the markers) - 15 years old, passionate about art, feels ashamed and worried about losing trust at school. Wants to make things right.
Harper (Youth who owned the markers)- Hurt and upset; feels their gift was disrespected. Struggles between wanting accountability and wanting to forgive.
Ms. Daniels (Teacher) - Cares for both youth; wants to see the situation resolved in a way that restores safety and trust in the classroom.
River’s Aunt (Caregiver/Guardian) - Raising River since they were small; understands their struggles and wants to help them take responsibility while being supported.
Mr. Klein (School Principal) - Concerned about the theft and its impact on the school community; open to alternatives to suspension or police charges if accountability is shown.
Leah (Youth Peer Representative) - A classmate who knows both River and Harper; speaks about how the incident affected the broader student community.
Program Facilitator or Volunteer (Restorative Justice Facilitator) - Neutral guide for the circle; helps ensure that everyone’s voice is heard and that the process focuses on healing, learning, and reparation rather than punishment.
Elder Mary (Community Elder/Knowledge Keeper—If Available) - leads the circle and offers teachings about honesty, humility, and restoring balance when harm has occurred.
Characters in the Circle
“Within many Indigenous justice traditions, ‘law’ is a mechanism to achieve healing … reconciliation works on an ‘inner level,’ which is tied to emotional and spiritual states, and it works at an outer level in social, economic, and political relationships.”
— Anonymous Elder