Why restorative justice works in schools: An investigation into the interactional dynamics of restorative circles

Abstract

Many educators have turned to restorative justice when trying to create healthy school climates focused on student learning and development, but the scholarly literature around school-based restorative justice has not explained why or how restorative justice may contribute to school community. This empirical article suggests a mechanism for why restorative circles, the most canonical restorative justice practice, can be transformative to students and schools. Using data from a two-year ethnography in a predominantly Black high school in the United States, the article micro-analyzes five videoed restorative circles. The analysis reveals that the formalized rules that govern restorative circles change interactional patterns typically found in schools. Using Interaction Ritual Theory (Collins, 2004), the article argues that these interactional patterns generate group solidarity and individual emotional energy. These two major socio-emotional outcomes—group solidarity and individual emotional energy—have implications for both individuals and institutions.