Mediation is only one pathway to conflict resolution. An alternative approach, the Restorative Justice approach, centers the relationship itself—ensuring that every person involved is treated with dignity, listened to fully, and given space to share how they have been affected. This restorative model broadens the focus beyond just solving the problem to repairing harm, rebuilding trust, and supporting the well-being of everyone involved.

PBIS tells us we need consistency and clear expectations. RP gives us circles, routines, and language that make those things real.

Both PBIS and RP want the same outcomes. PBIS helps us measure whether it’s working. RP helps us make it work in a way that builds community.

Our school schedules—rigid, fast-paced, test-driven—aren’t neutral. They often reinforce old norms and leave little room for the kind of relationship-centered work that best supports students. This is a disservice to all students, but it disproportionately harms boys, who are being left behind across multiple educational measures.

Youth living with socially devalued characteristics (minority sexual orientation, race, ethnicity, disability, obesity) experience frequent stigma-based bullying, leading to feelings of shame.

Restorative Justice Practices provide tools to address one another when we don’t agree, as well as providing opportunities to create a sense of community among circle participants.  The growing interest in these practices gives me hope. 

In Restorative Practices we apply mindfulness every time we sit down to participate in a circle or a restorative conversation. In fact, mindfulness is essential for the success of a restorative process in a number of ways–through active listening, speaking from the heart, and remaining open to others' truths.

In some cases, our focus becomes to teach Restorative Practices skills to a small group of individuals within the community, so that they are empowered to use these tools as needed going forward. This is capacity building: the process of developing a community’s ability to address issues in a way that will help them fulfill their mission.

Restorative classrooms ask questions rather than punish, include rather than exclude, and build cooperation and student buy-in in the process. 

A highly supportive work culture provides the safety to learn and grow, raise concerns, and try new things. Restorative Practices provide a process for establishing group norms, managing expectations, and developing the interpersonal skills essential for collaboration.  

Here we share two stories of how individuals implemented Restorative Practices with heart and creativity this year, after attending our trainings in Restorative Practices and Circle Keeping.