Restorative justice and school mediation

Introduction

Definition and scope of restorative justice in education

Restorative justice in education is a framework that prioritizes repairing harm and restoring relationships within the school community. Rather than only punishing misbehavior, it emphasizes understanding the impact of actions, accountability, and inclusive problem-solving that involves those affected. The approach centers communication, empathy, and social-emotional growth, aiming to create safer and more supportive learning environments for every student.

The scope extends beyond individual incidents to school culture. It seeks to prevent harm by building strong relationships, clarify expectations, and teach students the skills to manage conflicts constructively. In practice, restorative justice in education can take many forms, from informal conversations to formal facilitated processes, all guided by common principles of dialogue, accountability, and repair.

Why school mediation is a central component

School mediation is a key mechanism in restorative practice because it creates structured opportunities for affected parties to speak, listen, and negotiate solutions with the help of a trained facilitator. Mediation localizes accountability, giving students and staff a voice in decisions that influence classroom dynamics and school safety. When done well, mediation reduces defensiveness and power imbalances, helping youths Latinx, Black, Indigenous, and Other students—who are often disproportionately disciplined—engage more equitably in resolving conflicts.

By focusing on the harm caused, mediation can foster durable agreements that address underlying issues, rather than simply signaling punishment. This process supports learning not only about behavior but about responsibility, empathy, and the impact of actions on peers, families, and staff.

Restorative justice in schools

Core principles (dialogue, accountability, repair)

Dialogue is the heart of restorative work. It invites affected parties to share perspectives, listen without interruption, and collectively explore how harm occurred and what is needed to move forward. Accountability in this context means recognizing responsibility for one’s actions and their consequences, not shaming or labels. Repair focuses on restoring relationships and re-integrating those involved into the school community, with concrete steps such as agreements, follow-up support, and changes in behavior or supports to prevent recurrence.

These core principles operate together to shift disciplinary outcomes from exclusion to inclusion, from punishment to learning, and from isolation to community restoration.

Common practices (circles, conferences, mediations)

Restorative practices in schools commonly include:

• Circles: group conversations that foster equal participation, build trust, and address issues collaboratively.
• Restorative conferences: structured meetings including the harmed party, the person who caused harm, and a facilitator to design a repair plan.
• Mediations: facilitated dialogues between individuals to negotiate agreements and clarify responsibilities.

These formats can be used for a range of concerns—from discipline and conflict to peer relationships and school climate improvements. When embedded in school routines, they support ongoing skill-building in communication, problem-solving, and peer accountability.

School mediation

What mediation looks like in a school context

In a school setting, mediation often begins with a referral from a teacher, counselor, administrator, or even a student. A trained mediator then meets with the involved parties in a confidential, neutral setting. Ground rules are established to ensure respectful dialogue, equal voice, and safety. The process typically results in an agreed-upon plan that may include apologies, changes in behavior, and follow-up check-ins. Mediation is voluntary where possible and designed to empower students to take ownership of their actions and repair relationships within the school community.

Effective school mediation also connects to broader supports, such as counseling, academic accommodations, or family engagement, to address underlying factors contributing to conflict. The goal is not merely to stop a single incident but to strengthen the supports that prevent future harms.

Roles and responsibilities of mediators

Mediators in schools act as neutral facilitators who guide dialogue, ensure safety, and uphold confidentiality. Their responsibilities include creating a respectful space, managing power dynamics, and helping participants articulate concerns and needs. Mediators should be trained in cultural responsiveness, trauma-informed practices, and age-appropriate communication. They also coordinate with teachers, administrators, families, and, when appropriate, community partners to implement the repair plan and monitor progress over time.

Clear boundaries are essential: mediators do not assign blame, prescribe discipline, or replace formal policies where necessary. Instead, they enable meaningful conversations that lead to shared understanding and durable solutions.

Implementation models

Phased rollout, school-wide vs targeted interventions

Implementation typically proceeds in phases. A phased rollout allows schools to pilot restorative practices in select settings—such as a single grade level or a specific type of incident—before expanding district-wide. This approach helps teams build capacity, refine procedures, and demonstrate impact. A school-wide model integrates restorative practices into daily routines, classroom management, and school policies, while targeted interventions focus on chronic or high-risk issues. Both approaches require clear goals, staff buy-in, and ongoing evaluation to adapt to local needs and resources.

Equity considerations are essential during rollout. Equity-focused strategies ensure that language access, cultural norms, and student demographics are reflected in the design, training, and facilitation of restorative processes.

Integration with classroom management and social-emotional learning (SEL)

Restorative justice complements classroom management and SEL by providing practical tools for relationship-building, emotional literacy, and collaborative problem solving. When teachers incorporate restorative circles, check-ins, and reflective practices into daily routines, conflict resolution becomes a shared skill rather than an episodic response. SEL components—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—align naturally with restorative goals, creating a cohesive framework for student development and classroom safety.

Successful integration requires professional development that helps educators weave restorative techniques into instruction and behavior expectations, not just as a separate program.

Benefits and outcomes

Impact on suspension rates, behavior, and academic outcomes

Evidence from multiple districts suggests that restorative approaches can reduce suspension and expulsion rates, improve behavior, and support consistent attendance. When students feel heard and connected, incidents often escalate less quickly, and conflicts are resolved through dialogue rather than removal from class. While results vary by context, schools that implement structured restorative processes frequently report fewer repeat incidents and more reliable instructional time, which can positively influence academic outcomes over time.

It is important to note that successful outcomes depend on fidelity to core principles, adequate training, and ongoing support for both students and staff. Restorative practices are most effective when they are part of a broader strategy that includes SEL, positive behavior supports, and strong cultural responsiveness.

Improved school climate and relationships

Beyond measurable disciplinary changes, restorative justice fosters a sense of belonging and safety. Students often describe stronger relationships with peers and trusted adults, greater trust in the school system, and increased willingness to participate in class discussions. Staff report better morale when conflicts are resolved openly and collaboratively, reducing the adversarial dynamic that sometimes accompanies traditional discipline. A healthier climate supports equitable access to learning and reinforces the expectation that every student can succeed.

Over time, improved relationships can contribute to more inclusive school communities where diverse voices are valued and heard, reinforcing a culture of mutual respect.

Challenges and considerations

Training, fidelity, and resource needs

Key challenges include the need for comprehensive training, ongoing coaching, and dedicated time for restorative processes. Without skilled facilitators and consistent practice, restorative activities risk becoming superficial or misapplied. Resource needs also include funding for training, release time for teachers and staff, and administrative support to manage data and follow-up. Ensuring fidelity to core principles requires clear guidelines, supervision, and periodic review of procedures.

Equity, bias, and cultural responsiveness

Equity concerns must guide every stage of implementation. Schools should actively address potential biases, ensure culturally responsive facilitation, and involve families and communities in design and evaluation. Language access and inclusive practices are essential to ensure all students can participate meaningfully. Without attention to equity, restorative efforts may unintentionally reproduce existing disparities or overlook the perspectives of marginalized groups.

Policy and evaluation

Designing metrics, data collection, and evaluation frameworks

Effective evaluation combines quantitative and qualitative data. Metrics may include suspension/expulsion rates, incident counts, recidivism, attendance, academic performance, and completion of restorative agreements. Qualitative data—student and staff surveys, focus groups, and narrative accounts—capture changes in school climate, relationships, and perceived safety. A robust framework defines data collection methods, privacy protections, and regular review cycles to inform practice improvements.

Evaluation should be ongoing and participatory, involving students, families, teachers, and administrators. transparent reporting helps sustain momentum and demonstrate impact to the broader school community.

Evidence-based guidelines for implementation

Evidence-based guidelines emphasize starting with clear aims tied to student well-being and learning, ensuring fidelity to restorative principles, and embedding practices within existing school structures. Key guidelines include strong leadership support, ongoing professional development, data-informed decision-making, and mechanisms for continuous feedback from students and families. Scalable models should balance fidelity with local adaptation, ensuring that core elements—dialogue, accountability, and repair—remain central as practices expand.

Trusted Source Insight

Key takeaway from the trusted source

UNESCO emphasizes inclusive, participatory education that centers student voice and social-emotional skills. Restorative approaches in schools are linked to reduced suspensions, improved behavior, and stronger relationships, contributing to safer, more equitable learning environments. For reference, https://unesdoc.unesco.org.

Conclusion and next steps

Roadmap for schools adopting restorative approaches

Begin with a needs assessment that maps current disciplinary practices, student and staff readiness, and available resources. Secure leadership commitment and involve a broad coalition of teachers, counselors, families, and students in designing a pilot. Develop a clear set of procedures, train facilitators, and establish simple metrics to monitor progress. Use a phased rollout to test, learn, and scale restorative processes across grade levels and settings, aligning with SEL and classroom management strategies.

Embed restorative practices into school policy, daily routines, and the culture of problem-solving. Create feedback loops that invite ongoing input from diverse stakeholders, and ensure data-informed adjustments to programs and supports.

Pitfalls to avoid and critical success factors

Avoid treating restorative practices as a quick fix or a one-size-fits-all program. Do not overlook the need for thorough training, adequate time, or meaningful engagement with families and communities. Pitfalls include rushing implementation, neglecting fidelity, and failing to connect restorative work to broader equity goals. Critical success factors include sustained leadership support, comprehensive training, culturally responsive facilitation, alignment with SEL and classroom practices, transparent evaluation, and a commitment to learning from both successes and setbacks.