Restorative justice is a theory of justice that emphasizes repairing the harm caused by criminal behavior. Practices and programs reflecting restorative purposes will respond to crime by 1) identifying and taking steps to repair harm, 2) involving all stakeholders, and 3) transforming the traditional relationship between communities and government in responding to crime. The goal of restorative justice is to bring together those most affected by the criminal act—the offender, the victim, and community members—in a nonadversarial process to encourage offender accountability and meet the needs of the victims to repair the harms resulting from the crime. There are several models of restorative justice however, they all share common features, including an emphasis on community-based sanctions, a nonadversarial and informal process, and decision-making by consensus.
Retrieved from the OJJDP Model Programs Guide: Restorative Justice Literature Review
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The Minnesota Department of Education helps schools develop programming, curricula and intervention practices to create safe schools by teaching social skills, building positive school climate and repairing harm when it happens. Restorative measures are discipline interventions to hold students accountable for harm and address the needs of students or staff harmed and the school community.
(2015) The presentation was given by Prof. Theo Gavrielides, during the first workshop of the Restorative Justice Extending Empathy project. The presentation addresses and reflects on global perceptions of empathy as well as its links to rehabilitation and restorative justice.
The case study identifies evidence that suggests restorative justice is a promising strategy for addressing many of the current problems of the criminal justice system.
(2010) Office of Juvenile Justice and Delinquency Prevention Model Programs Guide
(2009) National Center for Mental Health Promotion and Youth Violence Prevention
Restorative justice is a centuries-old practice of repairing harm and restoring well-being when an offense has been committed. This brief describes how to effectively implement this form of discipline within schools and the community.
(2013) This paper reviews current research on zero tolerance, evidence for the effectiveness of restorative justice in schools as an alternative to punitive disciplinary policies, and local and national policy efforts to increase use of restorative practices in schools.
OJJDP has developed a variety of written materials for the field to inform policy and practice pertinent to the balanced approach mission and restorative justice.
(2009) Illinois Criminal Justice Information Authority
Parent-to-Parent Guide: Restorative Justice in Chicago Public Schools: Stopping the School-to-Prison Pipeline
(2010) Parents Organized to Win, Educate and Renew— Policy Action Council and the Elementary Justice Committee
(2011) Alameda County School Health Services Coalition
A restorative justice program that incorporates the Wagga Wagga conference model as a diversion from conventional court processing. The experiments were designed to measure the impact of restorative justice diversionary practices on repeat offending, victims and offenders’ perceptions of justice, and overall satisfaction following the conference.
The Champaign-Urbana Area Project develops and implements projects that promote the use of restorative justice practices in Champaign County communities.
A restorative justice diversion program for young, first-time juvenile offenders. The goal was to break the cycle of offending before it reached the stage of repeat offending.
A restorative justice program that provides juvenile offenders and their victims the opportunity to meet face-to-face in the presence of a mediator to discuss the offense and establish a plan for the future.
Moving toward Restorative Justice one step at a time: Creating an effective in-school suspension program
(2011) Alliance for Quality Education, Citizen Action of New York, and Public Policy and Education Fund of New York
(2012) High HOPES Campaign
This report finds that integrating restorative justice practices is a critical way to improve the culture and climate of a school by supporting the social and emotional development of students and strengthening partnerships among all stakeholders.
Disparately impacting youth of color, punitive school discipline and juvenile justice policies activate tragic cycles of youth violence, incarceration, and wasted lives. Founded in 2005, RJOY works to interrupt these cycles by promoting institutional shifts toward restorative approaches that actively engage families, communities, and systems to repair harm and prevent re-offending. RJOY focuses on reducing racial disparities and public costs associated with high rates of incarceration, suspension, and expulsion. RJOY provides education, training, and technical assistance and collaboratively launch demonstration programs with its school, community, juvenile justice, and research partners.
This report examines six New York City public schools that are successfully maintaining safety while simultaneously promoting a nurturing school environment. This report explores the methods employed by these schools, including the tangible and intangible qualities that have contributed to their success. It concludes with practical recommendations to help the New York City Department of Education (DOE)—and urban school districts across the country—replicate their successful approaches to discipline and security. The report was prepared by The New York Civil Liberties Union, the Annenberg Institute for School Reform at Brown University and Make the Road New York.