Abstract
The study presents a systematic review of restorative circles in secondary education, addressing the novelty of this practice and the paucity of research in this field. Restorative practice seeks to resolve conflicts in a non-punitive manner, promoting community building and healthy relationships between actors. The objectives of this review are to identify and analyse studies that expose the implementation of restorative circles in secondary schools, to know their benefits and to propose elements of improvement for their study. The methodology for the systematic review is based on the PRISMA recommendations. The study identifies fifteen research studies that explore the application of restorative circles. The results show benefits for students, including the creation of safe spaces, the fostering of positive relationships and the development of communication and emotional skills. In addition, benefits are noted for other stakeholders such as teachers, educational institutions and the wider community. It is concluded that there is a limited amount of research and a lack of consensus on some benefits, highlighting the need for further research and longitudinal studies to deepen the understanding of the impacts of implementing restorative circles in educational settings.
Published Version
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