Essay Writing Service http://StudyHub.vip/An-Introduction-To-Restorative-Justice- 👈

1. ACADEMIA Letters
An Introduction to Restorative Justice Practices in K-12
Schools: Theory and Common Practices
Julia Richardson, University of California, Los Angeles
Restorative justice practices have been gaining traction in schools across the United States
over the last decade as alternatives to traditional discipline and zero tolerance policies. This
paper serves to offer educators who are unfamiliar with the concept of restorative justice an in-
troduction to common restorative justice practices used in schools, their history and the theory
underpinning them, and studies conducted on their outcomes. Rather than solely punishing of-
fenders, restorative justice practices focus on identifying and repairing the harm caused by vio-
lation of an agreement or a crime rather than punishing the violator, restoring relationships and
trust, and supporting students in becoming accountable and responsible to their actions (Zehr,
1990). Restorative justice practices are often implemented as an inseparable part of broader
restorative practices in schools, although occasionally the terms are used interchangeably.
Restorative practices are based on principles that emphasize the importance of proactively
building positive relationships and a sense of community to prevent and address wrongdoing,
and involve processes to repair relationships when harm has occurred (Berkowitz, 2016; The
Advancement Project, 2014).
Restorative justice practices in the criminal justice system originated in the 1970s as me-
diation or reconciliation between victims and offenders (McCold, 1999; Peachey, 1989). Its
use spread through North America and to Europe through the 1980s and 1990s under var-
ious names including victim-offender mediation and victim-offender dialogue (Umbreit &
Greenwood, 2000). Restorative justice principles have roots in ancient and indigenous prac-
tices followed by cultures across the globe. Eventually modern restorative justice broadened
to include communities of care as well, with victims’ and offenders’ families and friends
participating in collaborative processes called conferences and circles which mitigate power
imbalances between the victim and offender (McCold, 1999). Use of restorative practices is
Academia Letters, January 2022
Corresponding Author: Julia Richardson, juliateachla@gmail.com
Citation: Richardson, J. (2022). An Introduction to Restorative Justice Practices in K-12 Schools: Theory and
Common Practices. Academia Letters, Article 4742. https://doi.org/10.20935/AL4742.
1
©2022 by the author — Open Access — Distributed under CC BY 4.0

2. increasing worldwide, not only in educational contexts and criminal justice, but in social work,
counseling, youth services, the workplace and faith-based organizations (Wachtel, 2013).
In 2014, The U.S. Federal Government issued new guidelines recommending that schools
revise their disciplinary policies to move away from harsh zero tolerance policies and towards
restorative justice practices to foster positive school climates, increase retention and gradu-
ation rates, and ensure equity. As of 2021, major schools and districts who have adopted
restorative practices include Baltimore Public Schools, Maryland; Boston Public Schools,
Massachusetts; Chicago Public Schools, Illinois; Cleveland Metropolitan School District,
Ohio; Denver Public Schools, Colorado; Los Angeles County Public Schools, California;
Madison Public Schools, Wisconsin; Minneapolis Public Schools, Minnesota; New Orleans,
Louisiana; New York City Public Schools, New York; Oakland Public Schools, California;
and San Francisco Public Schools, California (The Advancement Project, 2014). 21 states
and the District of Columbia have enacted legislation in support of using restorative justice in
schools (Initiative on Gender, Justice & Opportunity, 2020). In a small number of states (e.g.,
California, Colorado, Illinois, Minnesota, and Pennsylvania), restorative justice practices have
been implemented in the schools for many years, shown by the presence of larger-scale, more
established programs (Fronius et al., 2019). There are numerous supporting frameworks and
models to help implement restorative justice practices that vary between districts and individ-
ual schools.
The most common restorative justice practices across frameworks that educators currently
use in classrooms in the United States are community circles; small group mediations follow-
ing a conflict bringing together the harmed student, the person causing the harm, and a group
of their peers or adults; and affective statements. Two common types of community circles
are proactive circles, which develop relationships and build community bonds, and reactive
circles, which respond to wrongdoing, conflicts, and problems. Community circles are used
as a tool to teach social-emotional skills such as listening, respect, and problem solving. Com-
munity circles provide people a chance to speak and listen to one another in a safe atmosphere
and allow educators and students to be heard and offer their own perspectives to the group.
Circles are also used as emotional check-ins, to celebrate students, and to begin and close the
day with reflection (Berkowitz, 2016). When used responsively to conflicts, circles allow the
community to come together and offer individuals, including the student or students respon-
sible for any harm, the opportunity to verbalize their experience and be heard by others, seek
resolution and fix any discord. Small group mediations are usually facilitated by an educator
and may be organized informally following a conflict or formally following a suspension to
reintegrate the student into the school community. Affective statements communicate feel-
ings and impact in a nonjudgemental manner. They may include an observation, feelings,
Academia Letters, January 2022
Corresponding Author: Julia Richardson, juliateachla@gmail.com
Citation: Richardson, J. (2022). An Introduction to Restorative Justice Practices in K-12 Schools: Theory and
Common Practices. Academia Letters, Article 4742. https://doi.org/10.20935/AL4742.
2
©2022 by the author — Open Access — Distributed under CC BY 4.0

3. needs, and plans or requests. Educators model affective statements and support students in
using them during circles and small groups. (Berkowitz, 2016; IIRP, 2018; The Advancement
Project, 2014).
Resources for incorporating restorative justice practices in the classroom are mostly geared
towards middle and high schoolers who theoretically already possess a basic emotional vo-
cabulary and the ability to use it. Data suggests there is a need for more research on how to
implement restorative justice practices with elementary aged students. For example, affective
statements referencing feelings necessitate prior knowledge of emotion-specific vocabulary.
Therefore, this vocabulary needs to be taught at the early elementary level to ensure student
success with restorative justice models. The SaferSanerSchools Whole-School Change pro-
gram, developed by the International Institute for Restorative Practice (IIRP), is a model of
school-wide Restorative practices inclusive of Restorative justice practices that is currently
used in multiple districts across the United States. The RAND Corporation, funded by the
U.S. Department of Justice Comprehensive School Safety Initiative, completed a recent eval-
uation of the IIRP’s SaferSanerSchools program. This evaluation is the most rigorous assess-
ment of Restorative justice practices conducted to this date. The report shows that Restora-
tive practices improved school climate, reduced suspensions and decreased racial disparities
in suspensions in 22 schools over two years in Pittsburgh Public Schools (Augustine et al.,
2018). The program works with all school-based staff, follows an approximate two to three
year timeline, and involves baseline readiness assessment, strategic plan development, profes-
sional development and coaching cycles, the forming of professional learning communities,
and yearly assessments. SaferSanerSchools program’s Restorative practices framework lists
the following as essential elements of Restorative practices: affective statements, restorative
questions, small impromptu conversations, proactive circles, responsive circles, restorative
conferences, fair process, and reintegrative management of shame. These essential elements
help staff strengthen key educational competences that support a restorative school climate
and culture: 1) Compassion, 2) Conflict Management, 3) Courage, 4) Integrity and Trust,
5) Interpersonal Skills, 6) Listening, and 7) Valuing Diversity (IIRP, 2018). The SaferSaner-
Schools program outcomes are promising for the evolving field of Restorative justice practices
and echo positive trends in data gathered on many programs nation-wide.
The WestEd Justice & Prevention Research Center (JPRC) recently released a compre-
hensive review of the literature on restorative justice in U.S. schools. Restorative justice prac-
tices may complement Positive Behavior Interventions and Supports (PBIS) systems. Trends
in restorative justice program outcomes show program effectiveness hinges on its embedding
within the school culture through the creation of an environment that is respectful, tolerant,
supportive and accepting. A key method identified to creating such an environment is by
Academia Letters, January 2022
Corresponding Author: Julia Richardson, juliateachla@gmail.com
Citation: Richardson, J. (2022). An Introduction to Restorative Justice Practices in K-12 Schools: Theory and
Common Practices. Academia Letters, Article 4742. https://doi.org/10.20935/AL4742.
3
©2022 by the author — Open Access — Distributed under CC BY 4.0

4. proactively nurturing relationships among students and staff characterized by active listening
and respect, regardless if the school is a public, private or alternative school. The program
outcomes described in reports vary, some reports indicating restorative justice practices have
resulted in an improved school climate; others indicate an increase in student connectedness,
improved student academic achievement, and a greater sense of community between students,
staff and family members. Most of these reports are based on observations made by those di-
rectly involved in the restorative justice processes (e.g. educators, students), rather than on
formal evaluations, which allow for potential bias and subjectivity. Nearly all of the empirical
studies reviewed show a decrease in exclusionary discipline and harmful behavior, such as
violence, after implementing a restorative justice program. Research points to the need for
more rigorous studies and formal evaluations to offer definitive results on restorative justice
program effective outcomes (Fronius et al., 2019). Given that restorative justice programs
are for the most part in an infancy stage of implementation, more time is needed to document
their effects and for stakeholders to achieve a working consensus on best policies and solid
practices.
Academia Letters, January 2022
Corresponding Author: Julia Richardson, juliateachla@gmail.com
Citation: Richardson, J. (2022). An Introduction to Restorative Justice Practices in K-12 Schools: Theory and
Common Practices. Academia Letters, Article 4742. https://doi.org/10.20935/AL4742.
4
©2022 by the author — Open Access — Distributed under CC BY 4.0

5. References
The Advancement Project. (2014). Restorative practices: Fostering healthy relationships
and promoting positive discipline in schools: A guide for educators. Cambridge, MA:
Schott Foundation. http://schottfoundation.org/sites/default/files/restorative-practices-guide.
pdf
Alexander, M. (2010). The new jim crow. New York, NY: The New Press.
American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance
policies effective in the schools? An evidentiary review and recommendations. American
Psychologist, 63(9), 852-862.
Augustine, C., Engberg, J., Grimm, G., Lee, E., Wang, E., Christianson, K. & Joseph, A.
(2018). Can restorative practices improve school climate and curb suspensions? An eval-
uation of the impact of restorative practices in a mid-sized urban school district. Santa
Monica, CA: RAND Corporation. https://www.rand.org/pubs/research_reports/RR2840.
html
Balfanz, R., Byrnes, V., & Fox, J. (2012). Sent home and put off-track: The antecedents,
disproportionalities, and consequences of being suspended in the ninth grade. Journal of
Applied Research on Children: Informing Policy for Children at Risk, 5(2), 13.
Berkowitz, K. (2016). San Francisco Unified School District Restorative Practices Whole-
School Implementation Guide. San Francisco, CA: San Francisco Unified School District.
https://cupdf.com/document/restorative-practices-whole-school-implementation-guide.html
Denham, S. A. & Brown, C. (2010). “Plays nice with others”: social-emotional learning and
academic success. Early Education and Development, 21(5), 652-680.
Fronius, T., Darling-Hammond, S., Persson, H., Guckenburg, S., Hurley, N. & Petrosino, A.
(2019). Restorative justice in U.S. schools: An updated research review. WestEd. https://
www.wested.org/wp-content/uploads/2019/04/resource-restorative-justice-in-u-s-schools-
an-updated-research-review.pdf
Ginwright, S. A. (2016). Hope and healing in urban education: how urban activists and
teachers are reclaiming matters of the heart. New York: Routledge.
Gregory, A., Clawson, K., Davis, A. & Gerewitz, j. (2016). The promise of restorative
practices to transform teacher-student relationships and achieve equity in school discipline.
Academia Letters, January 2022
Corresponding Author: Julia Richardson, juliateachla@gmail.com
Citation: Richardson, J. (2022). An Introduction to Restorative Justice Practices in K-12 Schools: Theory and
Common Practices. Academia Letters, Article 4742. https://doi.org/10.20935/AL4742.
5
©2022 by the author — Open Access — Distributed under CC BY 4.0

6. Journal of Educational and Psychological Consultation, 26:4, 325-353.
Health and Human Development Program. (2012). Workbook for improving school climate
& closing the achievement gap, 2nd edition. Using your California Healthy Kids and Cal-
ifornia School Climate Surveys. Sacramento, CA: California Department of Education.
Initiative on Gender, Justice & Opportunity. (2020). School-based restorative justice legisla-
tive trends. Washington, DC: Georgetown Law Center on Poverty and Inequality. https://
genderjusticeandopportunity.georgetown.edu/wp-content/uploads/2021/04/School-Based-
RJ-Legislative-Trends-1-1.pdf
The International Institute for Restorative Practices. (2019). The International Institute
for Restorative Practices’s SaferSanerSchools Program Overview. Bethlehem, PA: IIRP
Graduate School. https://www.iirp.edu/images/IIRP_SaferSanerSchools_Program_Overview_19-
08-09.pdf
Los Angeles Unified School District. (2013). Restorative justice manual. Los Angeles, CA:
Los Angeles Unified School District. https://achieve.lausd.net/domain/651
McCold, P. (1999, August). Restorative justice practice: The state of the field. Paper pre-
sented at Building Strong Partnerships for Restorative Practices Conference, Burlington,
VT, USA.
McCold, P. (2002). Evaluation of a restorative milieu: CSF Buxmont School/day treatment
programs 1999–2001. Bethlehem, PA: IIRP E-Forum.
McCold, P. (2008). Evaluation of a restorative milieu: Restorative practices in context. So-
ciology of Crime, Law and Deviance, 11, 99–137.
Oakland Unified School District, Restorative Justice for Oakland Youth, & Be the Change
Consulting. (2014). Oakland Unified School District restorative justice implementation
guide: A whole school approach. Oakland, CA: Oakland Unified School District. http://
rjoyoakland.org/wpcontent/uploads/OUSDRJOY-Implementation-Guide.pdf
Peachey, D. (1989). The Kitchener experiment. In M. Wright and B. Galaway (Eds.), Medi-
ation and criminal justice: Victims, offenders and community. London, England: Sage.
Skiba, R. J. (2014). The failure of zero tolerance. Reclaiming Children and Youth, 22:4,
27-33.
Academia Letters, January 2022
Corresponding Author: Julia Richardson, juliateachla@gmail.com
Citation: Richardson, J. (2022). An Introduction to Restorative Justice Practices in K-12 Schools: Theory and
Common Practices. Academia Letters, Article 4742. https://doi.org/10.20935/AL4742.
6
©2022 by the author — Open Access — Distributed under CC BY 4.0

7. Umbreit, M. S., & Greenwood, J. (2000). Guidelines for victim-sensitive victim-offender
mediation: Restorative justice through dialogue. Washington, DC: U.S. Department of
Justice, Office for Victims of Crime. https://www.ncjrs.gov/ovc_archives/reports/96517-
gdlines_victims-sens/welcome.html
U.S. Department of Education, National Center for Education Statistics. (2003). Status and
trends in the education of Hispanics (NCES 2003-008). Washington, DC: Author.
Wachtel, T. (2013). Dreaming of a new reality: How restorative practices reduce crime and
violence, improve relationships and strengthen civil society. Bethlehem, PA: The Piper’s
Press.
Zehr, H. (2002). The little book of restorative justice. Intercourse, PA: Good Books.
Zehr, H., & Toews, B. (2004). Critical issues in restorative justice. Monsey, NY: Criminal
Justice Press.
Academia Letters, January 2022
Corresponding Author: Julia Richardson, juliateachla@gmail.com
Citation: Richardson, J. (2022). An Introduction to Restorative Justice Practices in K-12 Schools: Theory and
Common Practices. Academia Letters, Article 4742. https://doi.org/10.20935/AL4742.
7
©2022 by the author — Open Access — Distributed under CC BY 4.0