What Is The Difference Between Restorative Justice And Restorative Practice?
Restorative Practices and Restorative Justice are often used interchangeably, but they are not the same thing. At Collaborative School Culture, we describe Restorative Justice (RJ) as the responsive side of Restorative Practices (RP)—the part of the framework that focuses on repairing harm after it occurs. Restorative Practices Training, however, are much broader and include both proactive and responsive strategies. Schools that only use Restorative Justice as a disciplinary response miss the full potential of RP, which is designed to build relationships, prevent harm, and strengthen school culture long before conflict happens. When implemented effectively, Restorative Practices create a collective sense of ownership, connection, and accountability, making schools safer, more supportive, and more rigorous places for learning.
For the purposes of this blog, we will sometimes use "Restorative Justice" interchangeably with "Restorative Practices" as it is the term many people search for and recognize.
What is the Meaning of Restorative Practice?
Definition and Core Philosophy
Restorative Practices are a relational approach to building community and managing conflict and tensions by focusing on strengthening relationships and social connections. The fundamental philosophy is that relationships are central to building community and that when relationships are harmed, as they inevitably will be, they must be restored instead of broken further. All of us are more likely to have that hard or uncomfortable conversation about a conflict when we have some social capital or a foundation built with the other person.
Unlike traditional approaches that are overly-reliant on punishment, which separates and excludes students and has proved unsuccessful, Restorative Practices promote accountability and problem-solving within the community. Through dialogue, collaborative decision-making, and relational engagement, RP helps schools create spaces where students and staff feel connected and responsible for one another.
This approach is supported by a restorative mindset that shifts the focus from punishment to understanding, accountability, and relationship repair. Instead of asking "What rule was broken?" and "What is the consequence?", a restorative approach asks:
What happened?
Who was affected?
What do they need?
How can we make things right?
This mindset considers the people who were harmed and their needs, emphasizes high support and high accountability, and ensures that consequences are meaningful, relationships are repaired, and skills for conflict resolution are developed.
Role of Restorative Practices in Building Community and Relationships
Restorative Practices work best when they are woven into the fabric of a school’s daily culture—not just pulled out when something goes wrong. Schools that embed RP into their systems foster proactive environments where both students and staff feel valued, heard, and equipped to navigate challenges. For students, this means learning to manage conflict, express emotions in healthy ways, and build strong relationships with peers and educators. But just as importantly, staff also need a culture of connection, trust, and support to thrive in their roles.
Educators are leaving the profession at record rates, often citing burnout, lack of support, and a disconnect between their values and school policies as key reasons. Schools that prioritize Restorative Practices as a way to engage educators in decision-making, foster professional relationships, and address conflicts early are adopting the very practices needed to create healthier working environments with higher job satisfaction, a stronger sense of ownership and more collaborative teams. Just as students need high support and high accountability, staff also benefit from structured, restorative approaches to problem-solving, reflection, and relationship-building.
Historical Context and Evolution in Educational Settings
Restorative Justice and Restorative Practices have deep historical roots in Indigenous traditions worldwide, particularly in Native American, First Nations, and Māori cultures. These traditions emphasize collective responsibility, community healing, and reconciliation over punishment, shaping many of the modern restorative approaches used in schools today.
For instance, modern Restorative Justice conferencing models—such as Family Group Conferencing, widely used in New Zealand’s justice system and later in schools—stem from Māori cultural traditions. The Māori concept of "whānau" (extended family) plays a central role in these processes, emphasizing the need for family and community involvement in resolving harm. Rather than punishment being dictated by an external authority, Māori justice traditions focus on consensus-building, accountability, and healing within the community. This approach directly influenced New Zealand’s restorative conferencing model, which in turn shaped Restorative Justice programs worldwide, including in education (IIRP, 2006).
What Are Two Types Of Restorative Justice Practices?
Two common responsive practices are Restorative Conversations and Restorative Conferencing. Both are structured, responsive processes that help people address harm, repair relationships, and restore trust within the school community.
Restorative Conversations
Restorative Conversations are informal but structured dialogues designed to help individuals reflect on their actions, understand their impact, and engage in meaningful problem-solving. Unlike punitive discipline, which often focuses solely on assigning consequences, these conversations allow both the person harmed and the person responsible to share their perspectives, express their needs, and identify steps for repair. Restorative Conversations can be used between students, between staff, or between students and staff to address classroom conflicts, disrespectful behavior, or minor infractions before they escalate into larger issues. Schools that integrate these conversations into their daily routines see improvements in student accountability and emotional regulation.
Restorative Conferencing
Restorative Conferencing is a more formal and structured process for resolving serious incidents that have caused significant harm within the school community. These conferences bring together those directly involved—students, staff, and family members—to discuss what happened, how people were affected, and what can be done to repair the harm. A trained facilitator leads the conference using a conferencing script that helps guide reflection and accountability. Schools can use Restorative Conferencing as an alternative to exclusionary discipline or as a complement to traditional discipline. Research shows that when done with high support and high accountability, these conferences help prevent repeated harm and rebuild trust among participants.
What Is One Example Of A Proactive Restorative Justice Practice?
Restorative Justice or Restorative Practices, a concept that goes beyond mere discipline, brings to the fore principles that transform how schools address conflicts and challenges. One of the more prevalent and effective examples of a proactive Restorative Justice practice in schools is the use of proactive restorative circles.
Restorative Circles: A Pathway to Healing and Understanding
Restorative circles serve as a communal platform designed to facilitate open dialogue among students and staff. This structured format allows participants to engage in meaningful discussions to build up relationships and community, which in turn prevents harm. They can also be used to address issues as they bubble up–aiming to address, understand, and resolve conflict. Within a circle, every person has an opportunity to speak- promoting participation and transparency. Importantly, circles provide the space for affected parties to express their experiences while collectively seeking solutions or closure.
Benefits of Restorative Circles in Schools
The implementation of restorative circles in educational settings has yielded numerous benefits. Firstly, they help cultivate a supportive and safe school environment where students and staff feel empowered to share their stories. This practice also fosters emotional literacy, teaching students to navigate their emotions and express them constructively. Schools frequently report reductions in disciplinary instances and improvements in student relationships and overall school climate when circles are a part of regular practice.
The Role of In-Person Training and Expert-Led Implementation
While the theory behind Restorative Practices is potent, effective application relies heavily on thorough, expert-led, in-person training. Facilitators play a crucial role in modeling and guiding circles, shaping each session to suit the unique dynamics of the participants involved. Collaborative School Culture provides tailored, comprehensive training sessions led by experienced professionals. Our expertise ensures that educators not only understand the mechanics of restorative circles but also learn to navigate complex emotional issues effectively.
In sum, when schools integrate restorative circles through well-structured and expertly delivered training, they set the stage for stronger community bonds and a more positive educational environment. What Are The 5 R's Of Restorative Practices?
In the realm of Restorative Practices, the concept of the '5 R's' often emerges as a framework for implementing restorative approaches in educational settings. While widely recognized, it's important to critically assess this model to better understand its strengths and where it might be expanded to enhance effectiveness in school environments.
Introduction and Critique of the 5 R's Framework
The '5 R's' is an acronym representing key principles: Respect, Responsibility, Repair, Relationship-building, and Reintegration. These elements are designed to guide practitioners in creating spaces conducive to healing and constructive communication. These principles serve as an excellent foundation for understanding the restorative process, emphasizing the importance of fostering relationships, mutual respect, and personal responsibility during restorative interventions. They’re more like guiding values than specific practices. They’re inherent in the strategies, but they don’t provide guidance on what to do.
What’s even more critical is that none of these R’s capture the foundational first step: the ability to calm yourself and help others calm down before deciding what comes next.
Suggestions for Expanding Beyond the Traditional 5 R's
At CSC, we focus instead on these fundamental components of the restorative process:
Engaging with High Support AND High Accountability
Fair Process for Decision-Making
Strategies to Express, Share, and Reflect
Explicit Practices to Build and Repair Relationships
Addressing harmful behavior through high support and high accountability is crucial for personal responsibility and community healing.
The skills that underpin using these components are the ability to Calm & Reflect along with embracing a Restorative Practices Mindset.
While core principles are important, systematizing them into actionable procedures is even more important to see these stick and become a part of people’s practice.
Customizing these practices through expert-led in-person training offers a more personalized and impactful learning experience. An expert's insight can help schools tailor these frameworks and practices to meet specific community needs, ensuring practices resonate with all members of the school community.
By opting for a comprehensive approach that extends beyond traditional frameworks, schools can aim to cultivate a genuinely restorative culture. Reach out to us at Collaborative School Culture, where we can assist in crafting a customized plan that aligns with your needs. Our experienced team supports you in every step, from understanding your unique environment to ensuring seamless practice integration for a positive, measurable impact in your school community.
