Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review.

Maria Luisa Scarpa,Lucrezia Perrella,Gian Luigi Lepri,Ernesto Lodi,Patrizia Patrizi

doi:10.3390/ijerph19010096

Abstract

Background: In recent years, the use of restorative justice (RJ) and restorative practices (RP) in schools has grown rapidly. Understanding how theory and research address this topic is important for its practical implementation based on scientific knowledge. The aim of this article was to analyse the practices derived from RJ implemented in school and what kinds of results have been achieved. Starting from the analysis of the qualitative and quantitative research in the field, a systematic review was conducted on the last decade of studies using RJ and RP at every level of school education. Methods: For this review, methods including the PRISMA guidelines, the PRISMA flow diagram, and qualitative synthesis were carried out. Scientific articles for the literature review were selected according to the following criteria: (1) publication date between the years 2010–2021; (2) student population aged 6–18 years; (3) publications in the English language; (4) articles directly accessible or accessible by contacting the author(s); 34 articles met the inclusion criteria. Results: The most used RP in school are circles (n = 26), followed by restorative conferences (n = 17), peer mediation (n = 10), restorative conversations (n = 8), mediation (n = 7), community-building circles (n = 5). RP can improve the school climate, discipline, positive conflict management through actions that aim at preventing suspensions, exclusions, conflicts, and misbehaviours (e.g., bullying). RJ practices promote positive relationships between peers and between students and teachers, as well as to prosocial behaviours through the development of social and emotional skills. Conclusions: From the studies examined, a great interest in applying restorative justice and practices in schools clearly emerged. Discussions on the benefits and challenges of implementation were provided. However, there is still limited evidence in terms of direct correlation, which suggests further studies on the impact of RJ and RP in school settings.

Highlights

The perspectives of the current international debate, in the wake of the recentRecommendation CM/Rec (2018) 8, aim at encouraging the development and use of restorative justice in criminal matters, and the development of innovative restorative approaches to be placed outside the justice systems, highlighting how justice and restorative practices do concern behaviours of criminal relevance
Starting from existing qualitative and quantitative research, the aim of this study was the evaluation of the practices implemented and the results obtained through a systematic literature review on the use of restorative justice (RJ) and restorative practices (RP) implemented at school
The training of teachers, school staff, and students has made it possible to sensitize the entire school to the restorative approach; supporting openness to change in school policy and facilitating the application of the restorative approach to the whole school; transferring knowledge and skills; making students and teachers autonomous in the activation and management of restorative practices; develop skills to manage and deal with conflicts independently; enable students to become active members of school life and decision-making processes on issues that concern them

Summary

Introduction

The perspectives of the current international debate, in the wake of the recentRecommendation CM/Rec (2018) 8, aim at encouraging the development and use of restorative justice in criminal matters, and the development of innovative restorative approaches to be placed outside the justice systems, highlighting how justice and restorative practices do concern behaviours of criminal relevance. Restorative justice and practices may have a role in the various conflicts arising in different communities (such as schools) as a response to conflict, and as a preventive approach aiming at building relationships and communities. The aim is to prevent harmful behaviours towards the expected prospect of a better future: a future of safety, trust, responsibility, and well-being of all the parties involved. In this sense, restorative justice can be presented as a justice for people and relationships, when a crime has been committed, a harm produced, a pain suffered, to prevent harmful behaviour [1]. Scientific articles for the literature review were selected according to the following criteria: (1) publication date between the years 2010–2021;

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