Key Points

• Research suggests restorative justice in schools can reduce suspensions and improve school climate.
• It seems likely that practices like circles and peer mediation benefit student well-being and relationships.
• The evidence leans toward fewer disciplinary issues, but academic outcomes show mixed results, with some studies showing improvement and others decline.
• There is controversy around effectiveness, especially for academic performance, with varying results based on implementation and school level.

Restorative justice in schools focuses on building community and repairing harm rather than relying on punishment. It involves practices like restorative circles, peer mediation, and social-emotional learning to create a supportive environment. This approach has gained popularity as schools seek alternatives to traditional discipline, but its effectiveness is complex and debated.

Research Findings

Studies suggest restorative justice can reduce suspensions and improve school climate, with some showing significant drops in arrests and better student perceptions of safety. However, academic outcomes are mixed, with some research indicating improvements and others showing no change or even declines, particularly for middle school students.

Statistics and Impact

Key statistics include a 35% reduction in in-school arrests and an 18% drop in suspensions in some studies, alongside improved school climate. Yet, challenges like inconsistent academic results highlight the need for careful implementation.

Comprehensive Overview of Restorative Justice in Educational Settings

Restorative justice in schools is an approach that emphasizes building community, repairing harm, and fostering positive relationships, contrasting with traditional punitive disciplinary methods. It involves practices such as restorative circles, peer mediation, and social-emotional learning to create a supportive and inclusive school environment. As of April 15, 2025, this approach has gained significant traction, with schools seeking alternatives to exclusionary discipline. This article synthesizes key research findings, presents relevant statistics, and analyzes the effectiveness of restorative practices in improving school climate, reducing suspensions, and fostering student well-being, addressing the question of whether restorative justice works in schools.

Understanding Restorative Justice in Schools

Restorative justice is defined as a philosophy that brings together everyone affected by wrongdoing to address needs, responsibilities, and heal relationships, replacing punishment with a community-oriented approach (Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review). In educational settings, it focuses on establishing a culture that prioritizes values and relies on strong relationships, using practices like circles, conferences, and peer mediation to respond to conflicts and build community.

Research highlights potential benefits, including reduced exclusionary discipline, improved interpersonal relationships, and decreased stress, with particular attention to narrowing racial disparities (Fostering Belonging, Transforming Schools: The Impact of Restorative Practices). However, the effectiveness varies, and implementation challenges can influence outcomes.

Key Research Findings

A systematic literature review published in 2021 analyzed 34 studies involving over 22,000 participants from about 900 schools across seven countries, primarily the USA, UK, and Australia (Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review). The review found that restorative justice and practices led to improvements in various domains:

Most used practices included circles (26 studies), restorative conferences (17 studies), and peer mediation (10 studies), with 26 studies involving training courses, often with external experts.

Specific studies provide further insight. A 2023 report by the University of Chicago Education Lab evaluated restorative practices across 239 Chicago Public Schools (CPS) high schools from 2008-09 to 2018-19, finding a 35% reduction in student arrests in school, a 15% reduction in out-of-school arrests, and an 18% decrease in out-of-school suspensions (Restorative Practices – University of Chicago Education Lab). Students also reported improved perceptions of school climate, driven by better peer behavior, increased belonging, and safety.

Conversely, a 2018 randomized controlled trial by the RAND Corporation in Pittsburgh schools showed mixed results (Can Restorative Practices Improve School Climate and Curb Suspensions?). While suspension rates decreased more in elementary schools implementing restorative justice compared to controls, middle schoolers saw no benefit, and academic performance, particularly math scores, worsened for grades 6–8, black students, and students in predominantly black schools. Teachers reported improved school climates, but students perceived deteriorated classroom management and less respect among peers.

A 2023 report by the Learning Policy Institute found that exposure to restorative practices improved standardized test performance in English language arts and mathematics, with stronger effects for Black and Latino/a students, reducing achievement gaps (Fostering Belonging, Transforming Schools: The Impact of Restorative Practices). This suggests context and implementation quality matter significantly.

Case Studies

The Impact of Restorative Practices on School Life and Performance: An Analysis of Five Case Studies

Restorative practices represent a paradigm shift in school discipline, moving away from punitive measures towards approaches that emphasize repairing harm and rebuilding relationships.¹ These practices are rooted in the understanding that fostering a strong sense of community and addressing the needs of all stakeholders involved in conflict can lead to more positive and sustainable outcomes.³ The core aim is to cultivate learning environments characterized by belonging, strong relationships, and a shared understanding that conflict offers opportunities for growth.³ In contrast to traditional zero-tolerance policies that focus on rule-breaking, assigning blame, and administering punishment, restorative practices prioritize examining the harm caused to relationships, identifying the needs of all parties, and involving those affected in finding solutions.³ The fundamental principle is that individuals are happier, more cooperative, and more likely to make positive changes when authorities work with them rather than imposing solutions.²

The potential benefits of implementing restorative practices in schools are wide-ranging. Research suggests that these strategies can improve school climate and human connections, promote student health and wellbeing, lower discipline rates, and reduce racial disparities in school discipline.³ By focusing on communication strategies and relationship building, restorative practices can decrease fighting and bullying, reduce office referrals and classroom removals, and minimize suspensions and expulsions.⁴ Furthermore, evidence indicates that restorative practices can lead to improved student behavior and academic performance, fostering a greater sense of connectedness to school among students.⁴ This report aims to delve into the real-world impact of these practices by analyzing five well-known case studies from across the globe, highlighting the specific restorative approaches utilized and the measured improvements in school life and performance.

2. Case Study 1: Oakland Unified School District (USA)

The Oakland Unified School District (OUSD), a large urban district in the United States with a diverse student population exceeding 35,000, faced significant challenges with high suspension rates, particularly among its African American male students.⁶ In response to these disparities and a growing recognition of the limitations of punitive disciplinary measures, OUSD initiated a district-wide restorative justice program in 2007.⁶ The program adopted a comprehensive, three-tiered approach to embed restorative principles throughout the school system.⁸

At the foundational Tier 1, the focus was on proactive community building through the implementation of dialogue circles in all classrooms.⁸ These circles provided a structured platform for students to engage in open communication, discuss problems, voice concerns, and develop mutual respect.⁸ Tier 2 interventions addressed specific conflicts through the formation of smaller restorative circles, bringing together the student who was harmed, the student responsible for the harm, and a group of their peers or supportive adults to collectively address the issue.⁸ The aim was to facilitate understanding, encourage accountability, and develop mutually agreed-upon solutions.⁵ Tier 3 focused on the critical process of student reintegration into the school community following a suspension.⁸ Re-entry circles were employed to provide a supportive environment for the returning student, ensuring a positive and successful transition back into school life.¹¹ Beyond these tiers, OUSD also implemented specific initiatives like the “Wheel Class,” a 12-week course for ninth-grade students designed to introduce them to the philosophy and core practices of restorative justice, empowering them to lead community-building circles.¹⁰ Furthermore, “Language Circles” were created for newcomer students, facilitated in their native languages such as Vietnamese, Mam, Arabic, and Spanish, to foster relationships and a sense of comfort within the school environment.¹⁰

The implementation of these restorative practices yielded significant positive outcomes across the district. Notably, schools with a dedicated restorative justice coordinator experienced an approximate 20 percentage point reduction in student suspensions within a three-year period.⁷ Overall, OUSD witnessed a nearly 31% decline in student suspensions between the 2015-2016 and 2019-2020 school years.⁷ Earlier implementation efforts at a middle school in 2006 resulted in an impressive 87% decrease in suspensions.⁶ This trend of reduced exclusionary discipline was further highlighted by a study indicating that schools with fully implemented restorative practice programs saw their suspension rates drop by half between 2011 and 2014.⁹ Alongside the reduction in suspensions, OUSD also reported increased student attendance district-wide.⁸ Middle schools specifically saw a 24% reduction in chronic absenteeism due to the implementation of restorative practice programs.⁹ The positive impact extended to school climate, with 88% of teachers in OUSD reporting that restorative practices were either very or somewhat helpful in managing challenging student behaviors.⁷ A significant majority of staff, over 60%, believed that these practices contributed to a reduction in school suspensions.⁷ Moreover, students’ perceptions of the school climate improved, with a greater sense of belonging and feeling safe reported.¹³ The benefits of restorative practices in OUSD also translated into improved academic outcomes. High schools with restorative practice programming experienced a 56% decline in drop-out rates between 2010 and 2013, a stark contrast to the 17% decrease in non-restorative practice high schools. During the same period, four-year graduation rates in schools with restorative practice activities increased by 60%, compared to a modest 7% increase in schools without such programs.⁹ The commitment to restorative principles even led to the elimination of suspensions for the ambiguous category of “willful defiance” and the disbandment of the Oakland School Police Department, signifying a fundamental shift towards a more relational and supportive school environment.⁷

3. Case Study 2: Pittsburgh Public Schools (USA)

The Pittsburgh Public Schools (PPS), a mid-sized urban school district in Pennsylvania serving approximately 25,000 students across 54 schools, also embarked on a journey to implement restorative practices.¹⁵ Recognizing the potential of these approaches to improve school climate and reduce suspension rates, particularly for minority students, PPS partnered with the International Institute for Restorative Practices (IIRP) to implement their SaferSanerSchools™ Whole-School Change program under an initiative called Pursuing Equitable and Restorative Communities (PERC).¹⁵ This initiative, spanning the 2015-2016 and 2016-2017 school years, represented one of the first randomized controlled trials to rigorously evaluate the effects of restorative practices in a large urban school district.¹⁵

The SaferSanerSchools™ program focused on a whole-school transformation, emphasizing the importance of building community and repairing relationships as foundational elements of a positive school culture.¹⁵ A key component of the implementation was comprehensive training and ongoing support for school staff throughout the two-year study period.¹⁵ This included four days of professional development provided by the IIRP, with all staff required to attend at least two days. Additionally, schools received relevant books, videos, posters, and other supporting materials. Principals worked closely with professional restorative practices coaches, establishing restorative leadership teams and participating in monthly coaching calls to monitor progress and address challenges.¹⁶ School staff also engaged in monthly professional learning communities focused on restorative practices, further reinforcing their understanding and application of these approaches.¹⁶ Recognizing the time constraints faced by educators, the program emphasized the integration of restorative practices into the daily school routine.¹⁵

The evaluation of the PERC program revealed significant positive impacts on several key areas. Teachers in the schools implementing restorative practices reported a notable improvement in the overall school climate.¹⁵ Specifically, they observed improvements in conduct management, teacher leadership, school leadership, and overall teaching and learning conditions.¹⁶ Teachers in these schools indicated that they felt they were working in a safer environment and had a better understanding of student conduct policies.¹⁶ Furthermore, the study found a reduction in average suspension rates in both PERC and non-PERC schools during the study period; however, the decrease was significantly more pronounced in the PERC schools.¹⁵ The number of days lost due to suspension also declined in the restorative practice schools.¹⁷ Notably, suspension rates for African American students and students from low-income families decreased in the PERC schools, leading to a shrinking of the disparities in suspension rates between African American and white students, as well as between students from low- and higher-income backgrounds.¹⁵ The reductions in suspension rates were particularly significant for African American students, students from low-income families, female students, and those in elementary grades.¹⁶ Despite these positive outcomes in school climate and disciplinary measures, the RAND study found no significant improvement in academic outcomes in the PERC schools. In fact, academic performance actually worsened for students in grades 6-8.¹⁵ Additionally, the study did not find a decrease in arrest rates within the PERC schools.¹⁵

4. Case Study 3: West Philadelphia High School (USA)

West Philadelphia High School, located in a challenging urban environment, had earned the designation of a “Persistently Dangerous School” for six consecutive years prior to the implementation of restorative practices.¹⁸ Recognizing the limitations of traditional punitive approaches in addressing the deep-seated issues of violence and disruptive behavior, the school administration began introducing restorative practices in the spring of 2008, with formal training for staff following in the fall of the same year.¹⁸ The initial implementation involved the use of circles in some classrooms.¹⁸

The core of West Philadelphia High School’s restorative approach centered on helping students process their social and emotional concerns that often acted as barriers to learning.¹⁸ The goal was to shift away from an automatic reliance on detention and suspension towards empowering students to take ownership of their actions and find their own ways to repair the harm caused.¹⁸ This involved fostering positive relationships between staff and students, actively listening to student voices, and encouraging empathy and remorse among students who had caused harm.¹⁸ The specific restorative methods employed included classroom circles as a forum for discussing class issues, a school-wide emphasis on building stronger relationships, providing students with the agency to correct their own behavior, addressing the underlying causes of misbehavior, and cultivating feelings of remorse and empathy.¹⁸

The implementation of these restorative practices at West Philadelphia High School yielded remarkable results in a relatively short period. From April to December 2008, the number of student suspensions decreased by half, and the rate of recidivism plummeted.¹⁸ Furthermore, violent acts and serious incidents saw a dramatic decline of 52% in the 2007-2008 school year compared to the previous year, with an additional 40% decrease observed in the first semester of the 2008-2009 school year.¹⁸ Examining specific behavioral incidents, assaults on students dropped from 46 to 18, assaults on teachers and administrators decreased from 25 to 6, and instances of disorderly conduct fell from 43 to 12 between the 2006-2007 and 2007-2008 school years.¹⁸ Fire-related incidents, which can be highly disruptive in a school environment, also saw a significant reduction.¹⁸ Beyond the statistical improvements, school administrators noted a positive change in the overall emotional atmosphere of the school, suggesting that restorative practices were addressing issues that traditional disciplinary measures often overlooked.¹⁸

5. Case Study 4: Balaklava High School (South Australia)

Balaklava High School, located in South Australia, embarked on its restorative practice journey in 2019 in response to significant challenges with student behavior and school safety.²⁰ Prior to the implementation, the school experienced frequent daily fights and weekly visits from police officers, creating an environment where both students and staff felt unsafe.²⁰ Recognizing the urgent need for a different approach, the school principal at the time sought help and initiated a comprehensive, whole-school implementation of restorative principles and practices.²⁰

The implementation at Balaklava High School involved a sustained effort to train all members of the school community, including staff, students, and families, on the core tenets of restorative practice.²⁰ The initial focus was strategically placed on supporting the school staff. The leadership team intentionally fostered connections and relationships among teachers by regularly incorporating restorative circles into staff meetings.²⁰ This approach not only helped build a more cohesive and supportive staff culture but also empowered teachers to develop their own restorative capacity, which they could then utilize in their interactions with students.²⁰ Furthermore, restorative concepts aided teachers in gaining a deeper understanding of their own emotions and responses, as well as those of their students and families, leading to more empathetic and effective interactions.²⁰ As new students transitioned into Balaklava High School, they received specific training on restorative principles.²⁰ All students regularly participated in ‘circle time’ and other restorative practice approaches within their classrooms, creating a foundation of shared understanding and community.²⁰ When conflicts or incidents of harm arose, restorative methods were consistently applied to address the situation in a way that focused on repairing the harm and restoring relationships.²⁰ The school also actively engaged families and community groups in the restorative process through informative evenings and individual introductions to restorative ways of handling conflict.²⁰ To ensure the sustainability of these practices, Balaklava High School implemented ongoing yearly training for new staff, students, and families, as well as refresher sessions for existing members to reinforce the principles and policies.²⁰

The sustained and comprehensive implementation of restorative practices at Balaklava High School resulted in significant positive transformations within the school community. By 2022, the school witnessed a dramatic reduction in suspensions, expulsions, and incidents of violence.²⁰ The overall school climate improved noticeably, with both students and staff appearing more relaxed and feeling a greater sense of safety and well-being.²⁰ This positive shift in the school’s environment also contributed to an increase in student enrollment and an improved public perception of Balaklava High School within the wider community.²⁰ Moreover, staff members reported experiencing personal growth and a greater capacity to understand and respond to the emotional needs of themselves and others, highlighting the profound impact of restorative practices beyond just student behavior.²⁰

6. Case Study 5: Lansing School District – Pattengill Middle School (USA)

In January 2005, the Lansing School District in Michigan, USA, initiated a pilot project at Pattengill Middle School to explore the effectiveness of restorative practices in managing disciplinary issues within an urban middle school setting.²¹ This pilot program aimed to identify an alternative to traditional punitive disciplinary methods and assess its impact on student behavior and school climate.²¹ While the specific types of restorative practices implemented at Pattengill Middle School are not extensively detailed in the provided snippets, the reported outcomes offer valuable insights into the program’s success.²¹

The implementation of restorative practices at Pattengill Middle School focused on providing students with opportunities to resolve conflicts peacefully and learn from their mistakes.²¹ The program emphasized communication, empathy, and accountability, aiming to address the underlying causes of misbehavior rather than simply administering punishment.³ The outcomes of this pilot project were significant. Pattengill Middle School experienced a notable 15 percent decrease in student suspensions, a positive trend that stood in contrast to an increase in suspension rates observed in other middle schools within the Lansing School District during the same period.²¹ Furthermore, the restorative practices implemented at Pattengill Middle School proved effective in de-escalating situations that might have otherwise led to more severe disciplinary actions, as the program successfully helped to avert two student expulsions.²¹ Perhaps most significantly, a remarkable 93 percent of the 292 students who actively participated in the restorative practices program reported that they had utilized restorative methods to successfully resolve their own conflicts.²¹ This high rate of self-reported conflict resolution suggests that the program effectively equipped students with the skills and understanding necessary to navigate disagreements in a constructive manner. Moreover, nearly 90 percent of the participating students indicated that they had learned new skills through their involvement in the restorative experiences.²¹ An equally impressive 86 percent of these students reported that they continued to use these newly acquired skills to peacefully resolve or prevent conflicts even after the restorative interventions had taken place.²¹ The demonstrable success of the pilot program at Pattengill Middle School led the Lansing School District to expand its restorative program to include a broader range of schools within the district for the subsequent academic year.²¹ By mid-April 2007, the district’s restorative justice coordinator estimated that these interventions had collectively saved Lansing students approximately 1,500 days of suspension, highlighting the significant impact of the program on reducing exclusionary discipline.²¹ This successful initiative was a collaborative effort involving the Lansing School District, the Dispute Resolution Center of Central Michigan, and the Tri-County Balanced and Restorative Justice Alliance, and it secured multi-year funding from the Capital Area United Way and support from the Capital Region Community Foundation, underscoring the importance of community partnerships in supporting such initiatives.²¹

7. Comparative Analysis and Discussion

The five case studies analyzed in this report, while representing diverse school contexts and geographical locations, reveal several common threads in the implementation and impact of restorative practices. A review of these cases highlights the specific restorative practices frequently employed and the factors that appear to contribute to successful outcomes.

Across the case studies, several core restorative practices emerge as particularly prevalent. Circles were a foundational element in Oakland Unified School District, utilized for proactive community building, conflict resolution, and even academic interventions.⁸ West Philadelphia High School also incorporated classroom circles as a key component of their restorative approach.¹⁸ Even at Balaklava High School in South Australia, restorative circles were used in staff meetings to foster connections among teachers, demonstrating the versatility of this practice across different levels of the school community.²⁰ The widespread use of circles underscores their effectiveness in creating a safe space for dialogue, fostering a sense of equality and shared responsibility, and building stronger relationships within the school.²² Restorative conferencing, which involves bringing together those who have caused harm and those who have been harmed in a structured dialogue, was another common practice. Oakland utilized small group conflict resolution, which aligns with the principles of conferencing ⁸, while Pittsburgh Public Schools explicitly implemented restorative conferences as part of their SaferSanerSchools™ program.¹⁵ The success at Pattengill Middle School in averting expulsions and the high percentage of students reporting the use of restorative methods to resolve conflicts also suggests the likely use of restorative conferencing techniques.²¹ These conferencing approaches provide a structured way to address harm, promote accountability, and facilitate the development of solutions that repair the damage done.⁶ Community building emerged as a crucial proactive strategy across all the case studies. Oakland’s Tier 1 initiatives, the Wheel Class, and Language Circles all aimed at strengthening relationships and creating a more inclusive school environment.⁸ Pittsburgh’s adoption of the SaferSanerSchools™ program, with its emphasis on whole-school change, also highlighted the importance of building a positive and connected school community.¹⁵ Balaklava High School’s comprehensive training for staff, students, and families, coupled with their focus on staff relationships, exemplifies a deep commitment to building a restorative school culture from the ground up.²⁰ This proactive focus on fostering strong relationships and a sense of belonging is a fundamental principle of restorative practices, aiming to prevent conflict and wrongdoing before they occur.² While not explicitly detailed in all cases, the use of affective statements, which focus on expressing the speaker’s feelings in response to another’s behavior without judgment, was mentioned in the context of Pittsburgh Public Schools and is a common element of restorative communication.¹¹ Finally, the use of re-entry circles in Oakland to support students returning after suspension demonstrates a restorative approach to reintegration, ensuring that students feel welcomed and supported upon their return to the school community.¹¹

Beyond the specific practices, several common factors appear to have contributed to the successful implementation of restorative practices in these case studies. Strong leadership support was evident in multiple instances. At Balaklava High School, the principal’s proactive approach and commitment were instrumental in driving the whole-school transformation.²⁰ The RAND study on Pittsburgh Public Schools also emphasized the critical role of school leaders in understanding and modeling restorative practices.¹⁵ This leadership provides the vision and support necessary for systemic change.¹⁵ Comprehensive staff training emerged as another crucial element. Pittsburgh’s SaferSanerSchools™ program included extensive professional development for staff ¹⁵, and Balaklava High School’s commitment to training all staff, students, and families highlights the importance of building capacity across the entire school community.²⁰ Research consistently indicates that ongoing training and support are vital for the effective adoption of restorative practices.¹ The adoption of a whole-school approach, where restorative practices are not just isolated programs but are integrated into the fabric of the school culture, appears to be a significant factor in achieving widespread impact. This was evident in Oakland, Pittsburgh, and Balaklava, suggesting that a systemic and comprehensive implementation is more likely to yield positive and sustainable results.⁴ Underlying all these factors is a fundamental focus on relationships and community building, which is the core philosophy of restorative practices.¹

The reported improvements across these case studies are significant and consistent in several key areas. All five case studies demonstrated positive impacts on school climate, with reports of safer environments, improved relationships between students and staff, and a greater sense of belonging.⁴ Similarly, all the case studies reported improvements in student behavior, most notably through significant reductions in suspension and expulsion rates, as well as decreases in fighting, bullying, and other disciplinary incidents.³ The impact on academic performance was less consistently reported, but the findings from Oakland Unified School District, showing improvements in grade 9 reading levels and graduation rates ⁹, along with research suggesting a positive correlation between restorative practices and academic achievement ⁴, indicate a potential positive link. However, the RAND study in Pittsburgh Public Schools did not find an improvement in academic outcomes, highlighting the need for further research on how restorative practices can best support academic goals.¹⁵ Finally, both Oakland and Pittsburgh demonstrated the potential of restorative practices to contribute to a reduction in racial disparities in school discipline, a critical area for promoting equity in education.³

Despite the overwhelmingly positive outcomes, the case studies also highlight some challenges and limitations associated with the implementation of restorative practices. The RAND study in Pittsburgh, for instance, found no improvement in academic outcomes or arrest rates, suggesting that restorative practices alone may not address all complex issues within a school.¹⁵ The process of fully embedding restorative practices within a school culture can be a long-term endeavor, often taking three to five years or more to achieve true transformation.¹¹ A significant hurdle can be shifting the mindsets of educators who may have a long history of relying on more punitive disciplinary approaches.²⁷ This requires ongoing professional development and support to ensure that staff feel confident and competent in utilizing restorative techniques.¹³ Ensuring that all students, regardless of their background, have equitable access to restorative practices is another challenge that schools need to actively address.³⁰ Finally, schools may encounter resistance from some students or a lack of support from families, requiring proactive engagement and communication to build understanding and buy-in.⁵⁵

Table 1: Summary of Case Studies

Table 2: Common Restorative Practices and Their Application

8. Conclusion

The analysis of these five case studies provides compelling evidence for the positive impact of restorative practices on school life and performance across diverse educational settings. Consistently, the implementation of restorative approaches led to significant improvements in school climate, fostering safer, more inclusive, and more connected environments for students and staff alike. Moreover, these practices demonstrated a remarkable ability to reduce exclusionary disciplinary measures, such as suspensions and expulsions, and to address the root causes of conflict and misbehavior. The case of Oakland Unified School District further suggests a promising link between restorative practices and improved academic outcomes, including increased graduation rates and reading proficiency, although the findings from Pittsburgh Public Schools indicate that the impact on academic performance may be more nuanced and context-dependent. Notably, the implementation of restorative practices in both Oakland and Pittsburgh showed potential in narrowing the racial disparities in school discipline, a critical step towards achieving greater equity in education.

While the benefits of restorative practices are evident, the case studies also underscore the importance of a comprehensive and sustained approach to implementation. Success appears to hinge on strong leadership support, thorough and ongoing staff training, and a commitment to embedding restorative principles across all aspects of the school culture. Furthermore, schools need to be mindful of the potential challenges and limitations, such as the time required for full transformation, the need to shift educator mindsets, and the importance of ensuring equitable access for all students. Ultimately, the evidence presented in these case studies suggests that restorative practices offer a powerful and promising alternative to traditional punitive discipline, with the potential to create more positive, equitable, and effective learning environments for all students.

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Key Citations

• Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review
• Restorative Practices – University of Chicago Education Lab
• Can Restorative Practices Improve School Climate and Curb Suspensions?
• Fostering Belonging, Transforming Schools: The Impact of Restorative Practices
• Restorative Justice in Schools, Explained