What is Restorative Practice?

What is restorative practice, and how can it improve student wellbeing, reduce exclusions, and build stronger relationships in schools and APs?

In 1974, a young probation officer named Mark Yantzi sat in a courtroom in Kitchener, Canada, facing a dilemma. Two teenagers had vandalised dozens of properties. They’d smashed their windows, broken in and were on the brink of receiving juvenile detention. But Mark believed there had to be a better way. Instead of punishment, he proposed something radical: what if the boys met the victims, heard their stories, and made amends face to face?

That experiment became known as “Restorative Justice” and it sparked a global movement that would eventually transform not only justice systems around the world, but also how we think about behaviour, relationships, and personal responsibility.

What Is Restorative Practice?

Restorative practice is a relational approach to managing behaviour, resolving conflict, and building strong communities. It focuses on connection over control, dialogue over discipline, and repair over punishment. At its core, restorative practice asks three key questions:

1. What happened?

2. Who was affected and how?

3. What needs to happen to make things right?

Instead of asking “Who’s to blame and what’s the consequence?”, restorative practice invites us to reflect, empathise, and repair. It’s about accountability without shame, and discipline without disconnection.

Restorative Practice in Prisons

Restorative practice began to be introduced into prison systems in the 1990s, particularly in countries such as Canada, New Zealand, and the UK. These early initiatives aimed to move away from purely punitive approaches by focusing instead on accountability, empathy, and the repair of harm.

Within prisons, restorative practice processes such as victim-offender mediation, restorative conferencing, and community circles began to offer a more relational and rehabilitative form of justice. The impact has been significant: several studies have shown marked reductions in reoffending, with some programmes halving recidivism rates. In Canada, for instance, one restorative programme saw rates fall from 66% to 35% over three years (Public Safety Canada, 2011) and initiatives like Circles of Support and Accountability have achieved a 70–83% reduction in sexual reoffending (Wilson et al., 2009). These practices have also led to improved prison environments, reducing violence and fostering emotional growth among participants (Beyond Us & Them, Wikipedia). In addition, restorative justice has proven to be extremely cost-effective; with data suggesting it can deliver savings of £9 for every £1 invested (Restorative Justice Council, 2016).

Although implementation still remains inconsistent—particularly in women’s prisons—restorative practice continues to influence how rehabilitation and justice are approached within the criminal justice system because of its proven impact.

How Restorative Practice Evolved

What began in the justice system soon gained momentum across social care, youth work, and eventually—education.

As schools began to notice the limitations of zero-tolerance policies and exclusion-heavy responses, educators searched for something that prioritised relationships, responsibility, and repair. Restorative practice became that alternative.

By the early 2000s, schools across New Zealand, the UK, and parts of the US began formally adopting restorative practice approaches to behaviour. Rather than removing students who “got it wrong,” they worked with them to explore the reasons, impact, and ways forward—often through structured conversations, circle processes, and restorative meetings.

In trauma-informed settings and alternative provisions, restorative practice quickly gained traction. It aligned with everything we know about relational safety, emotional regulation, and student engagement—especially for young people carrying the weight of early adversity.

Restorative Practice in Action: A Case Study

At Ed White Middle School in San Antonio, Texas, the introduction of restorative practice transformed how staff responded to student conflict. One notable example involved two students who had engaged in a physical altercation during lunch. Traditionally, both students would have been suspended, reinforcing a cycle of exclusion and unresolved tension. Instead, the school facilitated a restorative circle involving the students, their families, and a trained staff member. 

Through structured dialogue, both students shared the underlying frustrations that led to the fight—one feeling disrespected, the other dealing with stress at home. The circle provided space for empathy, mutual understanding, and an agreement to repair trust. As a result, neither student reoffended, and both remained engaged in school life. The school reported that restorative practice responses like this contributed to a 35% drop in suspensions and helped build a stronger, more inclusive school culture (Schott Foundation, 2019).

How Effective Is Restorative Practice?

When it comes to restorative practice, the data speaks volumes. Schools that adopt restorative practice consistently report:

• 30–50% reductions in behaviour referrals and exclusions (Restorative Justice Council, 2018)
• Improved attendance and engagement, especially among students with SEND and those at risk of exclusion
• Higher levels of staff-student trust and classroom belonging
• A shift from reactive firefighting to preventative, relational cultures

In 2019, one multi-academy trust in London saw a 43% drop in fixed-term exclusions after rolling out restorative practice training across all staff. In the same year, staff reported a 25% improvement in their ability to manage classroom behaviour with confidence and consistency.

How to Implement Restorative Practice in Your Setting

You don’t need to overhaul everything overnight. Start small. Build from your values. Here’s how:

Prioritise Connection: Begin with relational rituals: daily check-ins, circle time, or “feelings boards.” These simple routines create the culture needed for restorative practice conversations to thrive.

Train Your Team: Restorative practice works best when everyone’s on the same page. Invest in training that models the practice, not just the theory.

Use Affective Language: “I feel frustrated when…” instead of “You’re being disruptive.” This helps students understand the emotional impact of their actions.

Replace Consequences with Conversations: Use a simple restorative practice framework:

• What happened?
• How were you feeling at the time?
• Who has been affected?
• What needs to happen now?

Use our Restorative Practice Starter Kit if you’re not sure where to start. Note: You can access our Restorative Practice Kit completely for free when you download our Teacher Toolkit.

Model Repair as a Whole Staff Team: Make it normal for adults to apologise, reflect, and model repair. This shows students that mistakes don’t equal rejection—they’re opportunities for growth.

Conclusion: From Power Struggles to Meaningful Connection

Restorative practice isn’t about avoiding consequences—it’s about making consequences relational, reflective, and repair-focused.

In a world where students are carrying increasing emotional loads, the need for compassionate, structured connection has never been greater.

Restorative practice offers a way forward: not a quick fix, but a culture. One where students feel safe enough to take responsibility, staff feel empowered to lead with empathy, and classrooms become places of belonging, not battlefields.

Want to adopt restorative practices in your classroom or school? Download our Restorative Practice in Schools Starter Kit to get started.

References

1. Zehr, H. (1990). Changing Lenses: A New Focus for Crime and Justice. Herald Press.
   
2. Yantzi, M. (1998). Face to Face: Mediation and Conflict Resolution in Criminal Justice. Herald Press.
   
3. Umbreit, M. (1994). Victim Meets Offender: The Impact of Restorative Justice and Mediation. Willow Tree Press.
   
4. Public Safety Canada. (2011). Restorative Justice: Recidivism and Outcomes. Retrieved from: https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/jstc-rcdvs/index-en.aspx
   
5. Wilson, R. J., Cortoni, F., & McWhinnie, A. (2009). Circles of Support and Accountability: A Canadian National Replication of Outcome Findings. Retrieved from: https://en.wikipedia.org/wiki/Circles_of_Support_and_Accountability
   
6. Restorative Justice Council (UK). (2016). The Evidence Supporting the Use of Restorative Justice. Retrieved from: https://restorativejustice.org.uk/resources/evidence-supporting-use-restorative-justice
   
7. Schott Foundation for Public Education. (2019). Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools. Retrieved from: https://files.eric.ed.gov/fulltext/ED596786.pdf
   
8. Restorative Justice Council (UK). (2018). Impact of Restorative Approaches in Schools. Retrieved from: https://restorativejustice.org.uk
   
9. Wikipedia. (n.d.). Beyond Us & Them – Restorative Practices in Prisons. Retrieved from: https://en.wikipedia.org/wiki/Beyond_Us_%26_Them