Restorative Justice in Schools

What is Restorative Justice in Schools

Restorative justice in schools is an approach that centers relationships, accountability, and repair after harm. Instead of relying solely on punishment, restorative practices bring together those affected by an incident to understand impact, take responsibility, and determine meaningful responses that restore trust within the school community. The aim is not to assign blame but to rebuild connections and create a safer, more inclusive learning environment.

At its core, restorative justice treats students as capable, accountable actors who can reflect on their actions and participate in decisions about how to repair harm. Schools adopting this approach often emphasize dialogue, empathy, and shared responsibility, while maintaining clear expectations for behavior. The result is a framework that supports learning from mistakes and prevents cycles of exclusion that can derail students’ education.

Core principles

Restorative justice rests on several guiding principles. First, relationships matter—strong, respectful connections among students, families, and staff support safety and learning. Second, accountability is constructive, focusing on understanding impact and making amends rather than merely imposing punishment. Third, inclusion is essential: all those affected by an incident should have a voice in responses. Fourth, repair is prioritized over simply penalizing behavior, with the goal of reintegrating students into the school community. Finally, practices should be equitable, ensuring fair treatment regardless of background or circumstance.

• Respect, listening, and voluntary participation
• Early intervention to address minor harms before they escalate
• Transparent processes with clear roles for students, families, and staff

When these principles guide policy and practice, schools build trust, reduce escalation, and create environments where students learn from consequences rather than fear punitive cycles.

Benefits for students and staff

For students, restorative justice can improve behavior, reduce suspensions, and support academic engagement by addressing underlying causes of misbehavior. It also helps students develop conflict-resolution skills, empathy, and a sense of belonging. For staff, restorative approaches can lower workload associated with disciplinary escalation, provide clearer pathways to accountability, and foster a more positive school climate. When students see that the school is invested in repair and growth, trust strengthens and incidents are less likely to recur.

Across classrooms, restorative practices encourage inclusive decision-making, shared responsibility for learning spaces, and proactive problem-solving. Over time, schools often observe declines in repeat offenses, fewer referrals to office discipline, and improved communication between families and educators. The net effect is a learning environment where students feel valued and more capable of managing their own behavior.

Key Practices in Restorative Justice

Restorative justice includes a set of practices designed to address harm, build community, and prevent future incidents. Implementing these practices requires thoughtful planning, clear guidelines, and ongoing support for staff and students alike.

Restorative circles and conversations

Restorative circles bring together affected individuals in a structured, facilitated discussion. Circles create a safe space for sharing perspectives, listening deeply, and collectively identifying steps to repair harm. Facilitators guide conversations with agreed-upon norms, such as speaking from the heart, using “I” statements, and refraining from interrupting others. These conversations can occur in classrooms, small groups, or whole-school settings and can be used to preempt conflicts or address incidents after they occur.

Effective circles emphasize equality of voice, shared responsibility, and transparency about outcomes. When done well, participants leave with a clearer understanding of impact, a commitment to restorative actions, and a plan for supports that prevent recurrence.

Restorative conferences

Restorative conferences are more formal than circles and involve a structured meeting among those affected by harm—often including the person who caused harm, the affected party, and a trained facilitator. The conference process typically outlines the incident, explores its impact, and collaboratively designs a plan for accountability and repair. Agreements may include apologies, restitution, behavioral changes, or ongoing supports to address underlying issues. Conferences are especially useful for moderate to serious incidents where direct dialogue can lead to meaningful resolution.

Key features include preparation meetings with each participant, inclusive participation when possible, and follow-up to monitor progress. Properly facilitated conferences focus on healing and future safety, not punishment, while preserving clear expectations for behavior and consequences for noncompliance.

Student-led restorative processes

Student-led approaches empower learners to take ownership of repairing relationships and improving school climate. Trained student mediators or restorative ambassadors facilitate circles or small-group discussions, guided by adult supervisors. This practice reinforces leadership development, accountability, and peer-to-peer accountability, while expanding the school’s capacity to address conflicts promptly. Student leadership also helps normalize restorative conversations as a routine element of school life rather than a response to crisis.

To be effective, student-led processes require structured training, ongoing supervision, and explicit alignment with school policies. When students lead with guidance, the school fosters a culture where peers hold each other responsible and support one another’s growth.

Implementation and Policy

Successful implementation of restorative justice in schools hinges on clear leadership, well-designed training, and policies that align with restorative aims. A coherent vision guides all decisions, from resource allocation to classroom practices, while policies provide the guardrails that ensure fairness and safety for all participants.

Leadership and vision

Senior leaders set the tone by committing to a restorative philosophy across disciplines and grade levels. This involves communicating a shared purpose, setting measurable goals, and creating a supportive infrastructure for practices to thrive. Leadership must also model restorative dialogue, invest in dedicated coordinators or teams, and ensure time and space are available for training, circles, and conferences. A clear, ongoing vision helps maintain fidelity to restorative principles even during challenging times.

Training and professional development

Comprehensive training equips teachers, administrators, support staff, and students with the skills needed to facilitate circles, conduct conferences, and manage restorative processes. Professional development should cover facilitation techniques, trauma-informed practices, cultural responsiveness, data collection, and ethical considerations. Ongoing coaching and peer learning communities sustain quality, adapt practices to local contexts, and build confidence among participants.

Policy alignment and resources

Policies must align with restorative practices, outlining how incidents are assessed, who participates, and how outcomes are documented. Schools should allocate resources for staff time, materials, and external support when needed. A clear policy framework helps ensure consistent application, transparency, and equity across classrooms and grade levels. Access to counseling services, restorative coordinators, and family outreach specialists further strengthens the policy backbone.

Evidence, Outcomes, and Metrics

Measuring the impact of restorative justice in schools helps determine effectiveness, validate investments, and guide continuous improvement. Proper metrics capture both outcomes and processes to inform policy and practice.

Academic and behavioral impacts

Research and practice indicate that restorative approaches can contribute to reductions in suspensions and expulsions, improved attendance, and greater classroom engagement. As students perceive the school as fair and supportive, academic motivation and participation often rise. While results vary by context, many schools report a positive shift in behavior, safer hallways, and better peer relationships, which are conducive to learning.

Equity and inclusion

Restorative justice has the potential to advance equity by ensuring that disciplinary responses do not disproportionately affect marginalized students. Effective implementation addresses implicit biases, ensures accessible participation for students with diverse needs, and centers culturally responsive practices. When equity is embedded in the design, restorative processes support all students in feeling seen, respected, and included.

Data and evaluation methods

Schools should collect data on process indicators (number of circles held, conferences conducted, participants trained) and outcome indicators (discipline referrals, attendance, grades, surveyed climate measures). Mixed-methods evaluations—combining quantitative trends with qualitative feedback from students, families, and staff—offer a richer understanding of what works and why. Regular reflection cycles enable adjustments that improve fidelity and impact over time.

Challenges, Equity, and Community

While restorative justice offers clear benefits, implementation faces challenges related to culture, resources, and broader community expectations. Addressing these challenges with thoughtful planning is essential for sustainable impact.

Cultural responsiveness

Effective restorative practice requires cultural humility and responsiveness. Programs should honor diverse communication norms, languages, and concepts of accountability. Facilitators must be trained to recognize how power dynamics, family structures, and community histories shape responses to harm. Culturally responsive approaches help ensure that restorative processes are accessible, meaningful, and legitimate for all students.

Community buy-in

Gaining buy-in from families and community partners is critical. Transparent outreach, clear explanations of intended outcomes, and opportunities for input help build trust. Schools should invite families into restorative initiatives, provide regular updates, and demonstrate how restorative practices support students’ long-term success both in and beyond the classroom.

Scaling and sustainability

Expanding restorative justice from pilot projects to district-wide implementation requires scalable staffing, consistent training, and durable policies. Sustainability depends on dedicated funding, dedicated personnel, and routines that integrate restorative practices into daily practice rather than treating them as add-on programs. Ongoing assessment and adaptation ensure that the approach remains relevant to changing student populations and school conditions.

Case Studies and Examples

Across elementary, middle, and high schools, restorative justice initiatives illustrate varied pathways to success. Each context presents unique opportunities and challenges, yet common elements—clear goals, trained facilitators, and committed leadership—drive positive outcomes.

Elementary, middle, and high school implementations

In elementary settings, circles are often used in classrooms to teach conflict resolution and emotional regulation, fostering early skill-building and a sense of safety. Middle schools tend to combine circles with targeted restorative conferences to address escalating peer conflicts while maintaining academic momentum. High schools frequently rely on student-led restorative processes and restorative conferences to navigate more complex disciplinary issues, including tenure-related concerns and safety planning. Across levels, communities that align restorative practices with social-emotional learning (SEL) curricula and family engagement strategies report improved climate indicators, stronger relationships, and more consistent student participation in learning activities.

Stakeholders and Partnerships

Successful restorative justice programs depend on broad collaboration among a wide range of stakeholders. Roles and responsibilities should be clearly defined, with pathways for ongoing involvement and feedback.

Students, families, teachers, and administrators

Students participate as active agents in circles and conferences, supported by teachers and school staff who facilitate processes with care and consistency. Families are essential partners, informed about processes, invited to contribute to reparative plans, and connected to resources that support home-school alignment. Administrators provide strategic direction, allocate resources, and monitor policy compliance. Together, this network creates a coherent ecosystem where restorative practices are embedded in daily life rather than treated as standalone interventions.

Community partners and governance

External partners—such as mental health providers, community organizations, and local youth services—offer additional supports and expertise. A governance structure that includes representation from students, families, educators, and partners helps ensure transparency, legitimacy, and responsiveness to community needs. Regular collaboration meetings, joint training sessions, and shared evaluation efforts strengthen trust and effectiveness across the broader school ecosystem.

Trusted Source Insight

UNESCO emphasizes creating safe, inclusive learning environments and supports restorative approaches as alternatives to punitive discipline. These practices help repair relationships, reduce exclusion, and improve overall school climate and learning outcomes.

Learn more at https://www.unesco.org.