Discover how restorative practices transform school discipline, improve student behaviour, and create positive school climates through relationship-building and conflict resolution.
When a student disrupts class or conflicts arise between peers, schools face a choice: respond with traditional punishment or address the root causes through restorative practices. Research from the RAND Corporation shows that schools implementing restorative approaches reduced suspension days by 36%, whilst simultaneously improving their school climate and student relationships.
This shift from punitive to restorative discipline represents more than a policy change. It fundamentally reimagines how school communities address conflict, build relationships, and support student development.
Restorative practices encompass proactive strategies for building social capital and reactive processes for addressing harm within the school community. The approach prioritises repairing relationships over punishment, asking "What happened and how can we fix it?" rather than "Who's to blame and what's the punishment?"
The framework includes both preventative measures like community-building circles and responsive interventions such as restorative dialogue when conflicts occur. This dual approach creates a comprehensive system for nurturing positive school climates whilst effectively addressing behavioural challenges.
Four interconnected values underpin the restorative approach:
Relationship forms the foundation, recognising that strong connections between students, staff, and families create the conditions for learning. Respect ensures every voice matters, particularly when addressing conflict. Responsibility encourages students to understand their impact on others without shame or blame. Repair focuses energy on healing harm rather than dispensing punishment.
These principles transform school discipline from a system of control to one of community accountability.
Traditional disciplinary policies often fail to address underlying issues whilst creating new problems. The evidence for change is compelling.
Out-of-school suspensions remove students from learning, increasing dropout risk without teaching better behaviour. A University of Chicago Education Lab study found that punitive approaches particularly harm vulnerable students, widening existing achievement gaps rather than closing them.
Zero-tolerance policies create environments of fear rather than safety. Students report feeling less connected to school when discipline focuses solely on punishment, undermining the very collaborative learning environments necessary for academic success.
Data from West Virginia reveals stark disparities: whilst Black students comprised 4% of enrolment, they received 31% of discipline referrals and 64% of subsequent suspensions. Restorative justice practices directly address these inequities by replacing subjective disciplinary decisions with structured, inclusive processes.
Schools implementing restorative approaches report significant reductions in racial disparities in discipline rates. The shift from punishment to problem-solving creates more equitable outcomes whilst teaching valuable conflict resolution skills to all students.
Successful implementation requires systematic change across four essential pillars.
Transformation begins with shared understanding. All stakeholders—administrators, teachers, support staff, students, and families—need clarity on why restorative practices matter and how they align with educational goals.
Professional development should focus on shifting perspectives from "fixing" student behaviour to understanding behaviour as communication. When educators view disruption through this lens, they respond with curiosity rather than control, asking "What need isn't being met?" instead of jumping to consequences.
Leadership plays a crucial role in championing this vision. School districts that designate restorative practice coordinators see more consistent implementation and better outcomes. Oakland Unified School District's investment in dedicated coordinators corresponded with significant suspension reductions across multiple schools.
Proactive relationship-building prevents many conflicts from escalating. Daily practices create the strong sense of community that makes restorative responses effective when challenges arise.
Morning circles start days with connection, allowing students to share experiences and build empathy. These gatherings teach emotional intelligence whilst creating belonging.
Affective statements help students and staff express feelings constructively: "I felt frustrated when the homework wasn't submitted because I couldn't assess your understanding." This models emotional literacy whilst maintaining high expectations.
Check-in/check-out routines provide regular touchpoints for vulnerable students, ensuring no one falls through cracks. These brief connections often prevent larger behavioural issues from developing.
When conflicts occur, restorative responses address root causes whilst teaching problem-solving skills.
Circles bring affected parties together in structured dialogue. A trained facilitator guides participants through understanding what happened, exploring impact, and developing repair agreements. This process transforms discipline from something done to students into something done with them.
Research from the National Education Association shows students participating in restorative circles develop stronger metacognitive strategies for self-regulation and conflict resolution.
Training students as mediators empowers them to resolve conflicts independently. Peer mediation reduces adult intervention needs whilst building leadership skills and reinforcing positive behaviour across the school community.
Schools report that trained peer mediators often become positive role models, shifting overall school culture toward collaborative problem-solving.
Sustainable change requires structural support. Disciplinary policies must reflect restorative principles, moving away from rigid zero-tolerance language toward flexible, relationship-centred responses.
Integration with existing frameworks like Positive Behavior Interventions and Supports (PBIS) ensures consistency. Rather than competing systems, restorative practices complement PBIS by providing specific tools for Tier 2 and Tier 3 interventions.
Budget allocation demonstrates commitment. Successful school districts invest in ongoing training, coordination roles, and time for restorative processes. The EdWeek Research Center reports 48% of educators increased restorative practice use since 2018-19, reflecting growing recognition of necessary resource investment.
Implementation yields measurable improvements across multiple domains.
Pittsburgh schools using restorative practices saw 36% fewer suspension days whilst maintaining orderly learning environments. The University of Chicago found academic achievement improvements alongside discipline reductions, suggesting restorative approaches support rather than compromise academic rigour.
Students spend more time in classrooms when exclusionary discipline decreases. This increased instructional time, combined with improved school climate, creates conditions for better learning outcomes.
Students in restorative schools report feeling safer and more connected. Strong relationships with adults provide protective factors for mental health, whilst conflict resolution skills reduce anxiety about peer interactions.
The emphasis on repair rather than punishment helps students view mistakes as learning opportunities. This growth mindset approach builds resilience whilst reducing shame-based responses that often drive repeated misbehaviour.
Restorative practices create ripple effects throughout school communities. Teachers report improved relationships with students when discipline becomes collaborative rather than adversarial. Parents appreciate being included in problem-solving rather than simply receiving punishment notifications.
The strong sense of community developed through daily practices becomes self-reinforcing. Students who feel connected to school are more likely to follow expectations and support peers in doing the same.
Longitudinal studies across diverse school contexts provide robust evidence for restorative practice effectiveness.
Darling-Hammond's 2023 study analysed six years of data from 485 California middle schools, finding that restorative practices improved academic achievement, decreased suspension rates, and enhanced school climate. Benefits proved particularly strong for students of colour, supporting equity in disciplinary policies.
The Scottish national pilot evaluated by McCluskey et al. (2008) demonstrated how restorative strategies foster accountability systems and promote peer mediation. The study highlighted that consistent training and staff buy-in proved critical for building stronger community in schools.
Thorsborne and Blood's (2013) comprehensive implementation guide provides an eight-step process for embedding restorative approaches. Their framework emphasises shifting from punitive disciplinary policies toward models focused on relationship-building, interpersonal skills, and social-emotional learning.
High school implementation research by Rainbolt, Fowler, and Mansfield (2019) revealed enhanced student-teacher relationships and reduced reliance on exclusionary discipline. Teachers particularly valued accountability systems that involve students in resolving harm.
Most recently, Grant and Iver's (2021) randomised control trial across 33 schools links restorative practices to broader restorative justice frameworks. Their findings show improved school environments, reduced disciplinary incidents, and increased student engagement, providing a blueprint for achieving equitable outcomes.
Adopting restorative approaches presents predictable challenges requiring strategic responses.
Some educators view restorative practices as "soft" or time-consuming. Address concerns through:
Emphasise that restorative doesn't mean permissive. High expectations remain; the difference lies in how schools help students meet them.
Effective implementation needs investment in:
School districts must view these as investments in prevention rather than costs. Reduced suspensions, improved attendance, and decreased behavioural incidents often offset initial expenses.
Mixed messages undermine restorative cultures. All staff - from administrators to support personnel—need shared understanding and commitment. Regular practice sharing, peer observation, and collaborative problem-solving maintain consistency whilst allowing contextual flexibility.
Begin transformation with these actions:
How long does restorative practice implementation take? Most schools see initial improvements within one academic year, with deeper culture change developing over 2-3 years of consistent implementation.
Can restorative practices work alongside existing behaviour systems? Yes, restorative approaches complement frameworks like PBIS by providing specific tools for relationship-building and conflict resolution within existing structures.
What training do staff need? Initial training typically involves 2-3 days of workshops covering philosophy, circle facilitation, and restorative conferences, followed by ongoing coaching and practice sessions.
When a student disrupts class or conflicts arise between peers, schools face a choice: respond with traditional punishment or address the root causes through restorative practices. Research from the RAND Corporation shows that schools implementing restorative approaches reduced suspension days by 36%, whilst simultaneously improving their school climate and student relationships.
This shift from punitive to restorative discipline represents more than a policy change. It fundamentally reimagines how school communities address conflict, build relationships, and support student development.
Restorative practices encompass proactive strategies for building social capital and reactive processes for addressing harm within the school community. The approach prioritises repairing relationships over punishment, asking "What happened and how can we fix it?" rather than "Who's to blame and what's the punishment?"
The framework includes both preventative measures like community-building circles and responsive interventions such as restorative dialogue when conflicts occur. This dual approach creates a comprehensive system for nurturing positive school climates whilst effectively addressing behavioural challenges.
Four interconnected values underpin the restorative approach:
Relationship forms the foundation, recognising that strong connections between students, staff, and families create the conditions for learning. Respect ensures every voice matters, particularly when addressing conflict. Responsibility encourages students to understand their impact on others without shame or blame. Repair focuses energy on healing harm rather than dispensing punishment.
These principles transform school discipline from a system of control to one of community accountability.
Traditional disciplinary policies often fail to address underlying issues whilst creating new problems. The evidence for change is compelling.
Out-of-school suspensions remove students from learning, increasing dropout risk without teaching better behaviour. A University of Chicago Education Lab study found that punitive approaches particularly harm vulnerable students, widening existing achievement gaps rather than closing them.
Zero-tolerance policies create environments of fear rather than safety. Students report feeling less connected to school when discipline focuses solely on punishment, undermining the very collaborative learning environments necessary for academic success.
Data from West Virginia reveals stark disparities: whilst Black students comprised 4% of enrolment, they received 31% of discipline referrals and 64% of subsequent suspensions. Restorative justice practices directly address these inequities by replacing subjective disciplinary decisions with structured, inclusive processes.
Schools implementing restorative approaches report significant reductions in racial disparities in discipline rates. The shift from punishment to problem-solving creates more equitable outcomes whilst teaching valuable conflict resolution skills to all students.
Successful implementation requires systematic change across four essential pillars.
Transformation begins with shared understanding. All stakeholders—administrators, teachers, support staff, students, and families—need clarity on why restorative practices matter and how they align with educational goals.
Professional development should focus on shifting perspectives from "fixing" student behaviour to understanding behaviour as communication. When educators view disruption through this lens, they respond with curiosity rather than control, asking "What need isn't being met?" instead of jumping to consequences.
Leadership plays a crucial role in championing this vision. School districts that designate restorative practice coordinators see more consistent implementation and better outcomes. Oakland Unified School District's investment in dedicated coordinators corresponded with significant suspension reductions across multiple schools.
Proactive relationship-building prevents many conflicts from escalating. Daily practices create the strong sense of community that makes restorative responses effective when challenges arise.
Morning circles start days with connection, allowing students to share experiences and build empathy. These gatherings teach emotional intelligence whilst creating belonging.
Affective statements help students and staff express feelings constructively: "I felt frustrated when the homework wasn't submitted because I couldn't assess your understanding." This models emotional literacy whilst maintaining high expectations.
Check-in/check-out routines provide regular touchpoints for vulnerable students, ensuring no one falls through cracks. These brief connections often prevent larger behavioural issues from developing.
When conflicts occur, restorative responses address root causes whilst teaching problem-solving skills.
Circles bring affected parties together in structured dialogue. A trained facilitator guides participants through understanding what happened, exploring impact, and developing repair agreements. This process transforms discipline from something done to students into something done with them.
Research from the National Education Association shows students participating in restorative circles develop stronger metacognitive strategies for self-regulation and conflict resolution.
Training students as mediators empowers them to resolve conflicts independently. Peer mediation reduces adult intervention needs whilst building leadership skills and reinforcing positive behaviour across the school community.
Schools report that trained peer mediators often become positive role models, shifting overall school culture toward collaborative problem-solving.
Sustainable change requires structural support. Disciplinary policies must reflect restorative principles, moving away from rigid zero-tolerance language toward flexible, relationship-centred responses.
Integration with existing frameworks like Positive Behavior Interventions and Supports (PBIS) ensures consistency. Rather than competing systems, restorative practices complement PBIS by providing specific tools for Tier 2 and Tier 3 interventions.
Budget allocation demonstrates commitment. Successful school districts invest in ongoing training, coordination roles, and time for restorative processes. The EdWeek Research Center reports 48% of educators increased restorative practice use since 2018-19, reflecting growing recognition of necessary resource investment.
Implementation yields measurable improvements across multiple domains.
Pittsburgh schools using restorative practices saw 36% fewer suspension days whilst maintaining orderly learning environments. The University of Chicago found academic achievement improvements alongside discipline reductions, suggesting restorative approaches support rather than compromise academic rigour.
Students spend more time in classrooms when exclusionary discipline decreases. This increased instructional time, combined with improved school climate, creates conditions for better learning outcomes.
Students in restorative schools report feeling safer and more connected. Strong relationships with adults provide protective factors for mental health, whilst conflict resolution skills reduce anxiety about peer interactions.
The emphasis on repair rather than punishment helps students view mistakes as learning opportunities. This growth mindset approach builds resilience whilst reducing shame-based responses that often drive repeated misbehaviour.
Restorative practices create ripple effects throughout school communities. Teachers report improved relationships with students when discipline becomes collaborative rather than adversarial. Parents appreciate being included in problem-solving rather than simply receiving punishment notifications.
The strong sense of community developed through daily practices becomes self-reinforcing. Students who feel connected to school are more likely to follow expectations and support peers in doing the same.
Longitudinal studies across diverse school contexts provide robust evidence for restorative practice effectiveness.
Darling-Hammond's 2023 study analysed six years of data from 485 California middle schools, finding that restorative practices improved academic achievement, decreased suspension rates, and enhanced school climate. Benefits proved particularly strong for students of colour, supporting equity in disciplinary policies.
The Scottish national pilot evaluated by McCluskey et al. (2008) demonstrated how restorative strategies foster accountability systems and promote peer mediation. The study highlighted that consistent training and staff buy-in proved critical for building stronger community in schools.
Thorsborne and Blood's (2013) comprehensive implementation guide provides an eight-step process for embedding restorative approaches. Their framework emphasises shifting from punitive disciplinary policies toward models focused on relationship-building, interpersonal skills, and social-emotional learning.
High school implementation research by Rainbolt, Fowler, and Mansfield (2019) revealed enhanced student-teacher relationships and reduced reliance on exclusionary discipline. Teachers particularly valued accountability systems that involve students in resolving harm.
Most recently, Grant and Iver's (2021) randomised control trial across 33 schools links restorative practices to broader restorative justice frameworks. Their findings show improved school environments, reduced disciplinary incidents, and increased student engagement, providing a blueprint for achieving equitable outcomes.
Adopting restorative approaches presents predictable challenges requiring strategic responses.
Some educators view restorative practices as "soft" or time-consuming. Address concerns through:
Emphasise that restorative doesn't mean permissive. High expectations remain; the difference lies in how schools help students meet them.
Effective implementation needs investment in:
School districts must view these as investments in prevention rather than costs. Reduced suspensions, improved attendance, and decreased behavioural incidents often offset initial expenses.
Mixed messages undermine restorative cultures. All staff - from administrators to support personnel—need shared understanding and commitment. Regular practice sharing, peer observation, and collaborative problem-solving maintain consistency whilst allowing contextual flexibility.
Begin transformation with these actions:
How long does restorative practice implementation take? Most schools see initial improvements within one academic year, with deeper culture change developing over 2-3 years of consistent implementation.
Can restorative practices work alongside existing behaviour systems? Yes, restorative approaches complement frameworks like PBIS by providing specific tools for relationship-building and conflict resolution within existing structures.
What training do staff need? Initial training typically involves 2-3 days of workshops covering philosophy, circle facilitation, and restorative conferences, followed by ongoing coaching and practice sessions.
