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An understanding of the effects of zero tolerance policies in schools has resulted in rethinking of approaches to prevent conflict and creating a healthy school climate. Restorative practices (RP) have been looked to as an alternative to zero tolerance policies. At the same time, social emotional learning (SEL) programming has been implemented to provide students with the skills to communicate and build relationships with peers. The purpose of this paper is to provide a look at the historical context shaping the development of RP, and explore connections between RP and SEL. Considerations for implementation and conceptual models for implementing RP are also discussed.

Informed by education policy analysis methods, this essay places RP in their broader context, explores RP and considers such practices important to study due to the unintended effects stemming from “traditional” obedience-oriented punitive approaches to school discipline (American Psychological Association Zero Tolerance Task Force, 2008; O’Malley and Austin, 2014).

Based on the analysis of current research, the authors explain that when RP are implemented with SEL programming, it is an opportunity for educational practitioners to address issues around race, gender, disability, and other aspects of diversity. By integrating these approaches together, RP become a vehicle to develop students’ SEL skills, which includes communication skills, kindness, empathy, and caring.

An understanding of how zero tolerance policies have played out in the school setting has resulted in rethinking of current approaches to preventing conflict. Subsequently, educational leaders and professional associations have led a shift toward alternative models and practices in school discipline.

District, state, and federal policymakers have pressed for more constructive alternatives that foster a productive and healthy instructional climate without depriving large numbers of students the opportunity to learn (Skiba and Losen, 2016, p. 4). These approaches include RP, as well as integrating SEL into school practices and the curriculum.

Several challenges and opportunities lie ahead. Based on the firsthand work with schools and districts implementing restorative and SEL practices, as well as the knowledge and insights gained from this analysis of research, one important need to consider is the need to integrate school disciplinary practices, including RP, into the school context and existing structures.

By conducting this study of the research evidence on RP, the authors were able to gain insights into questions, including: How have school practitioners applied RP as an alternative to zero tolerance policies?