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In response to an increasingly high level of exclusion rates for boys within secondary school in the UK, this study seeks to explore the value of restorative practice and justice for changing student behaviour.

As a piece of action research, the authors aimed to look at how methods of restorative practice could work with one student in a secondary school, following a whole school's move towards a personal responsibility charter. The focus of this research remained on the individual male subject, rather than the educational institution. It is based upon a process of reflecting upon key events that happened throughout the study. This research will use qualitative data gained from observing the student at school, as well as interview and written feedback from the subject himself and school staff. The paper is designed to offer real and informative insight into the value of restorative justice and practices.

Restorative practices had little overall impact on improving the subject's behaviour in school. He was able to have a mature discussion with an adult about the behaviour he was demonstrating. Nevertheless, when put back in the classroom situation he was unable to make a conscious decision to alter his negative behaviour. However, his skills in conferencing to resolve conflict were developed through the authors' involvement with him, as well as other school staff, and he was able to understand the school's new charter.

This paper contributes to restorative justice and practice literature and is insightful because of the action research approach taken.

The objective of this study is to investigate the impact of restorative supply chain practices on sustainability performance in a circular economy (CE). The moderating effect of supply chain managers' perceived professional status on restorative supply chain practices and stakeholder collaboration is also examined.

The theoretical model was developed via the practice-based view, and the model was tested using a sample comprising 142 respondents. WarpPLS 8.0 software was utilized to run the structural equation model.

The analysis shows that restorative supply chain practices result in an intermediate outcome (i.e. stakeholder collaboration), which ultimately improves the sustainability performance of the restorative supply chain. Interestingly, the perceived professional status of supply chain managers acts as a moderate-level mediator in the relationship between restorative supply chain practices in a CE and the sustainability performance of the restorative supply chain in a CE.

Collaboration with stakeholders fosters enhanced communication, cooperation and shared responsibility, thereby creating a socially inclusive and cooperative environment within the restorative supply chain. Improving supply chain sustainability performance supports broader environmental goals, including reducing greenhouse gas emissions and waste and conserving natural resources. Recognizing the perceived professional status of supply chain managers underscores the need to empower them and acknowledge their strategic role in driving sustainability within the organization. Companies can contribute to a more sustainable business environment by adopting restorative practices in the supply chain and addressing the social impacts.

The unique contribution of the findings of this study lies in the examination of the relationship between restorative supply chain practices, stakeholder collaboration, perceived status of supply chain managers and sustainability performance in the context of the CE. The findings imply that restorative supply chain practices positively impact stakeholder collaboration, which in turn improves supply chain sustainability performance. In addition, the study highlights the moderating role of the perceived status of supply chain managers and underscores their influence on strengthening restorative practices and stakeholder collaboration. This study provides valuable insights into the dynamics and mechanisms driving sustainability performance in the context of restorative supply chains operating within a CE.

The purpose of this paper is to consider what safeguarding responses to discriminatory abuse and hate crime might learn from existing research on restorative justice and to drive practice development based on available evidence.

This paper is based on a scoping review of literature using four academic databases and reference harvesting. This comprised a critical appraisal of 30 articles, which were thematically analysed to appreciate the benefits and challenges of restorative justice responses to hate crime and how this might inform safeguarding responses to discriminatory abuse and hate crime.

The analysis identifies four domains where learning can be drawn. These relate to theory on restorative justice; restorative justice practices; perspectives from lived experience of restorative justice and hate crime; and an appraisal of critiques about restorative justice.

This paper connects the emerging evidence on restorative criminal justice responses to hate crime to the “turn” towards strengths-based practices in adult safeguarding. Although this provides a fertile environment for embedding restorative practices, the authors argue certain precautions are required based on evidence from existing research on hate crime and restorative justice.

Restorative practice programs in the USA and Western elementary and secondary schools have been the focus of intensive, large scale field research that reports positive impacts on school climate, pro-social student behavior and aggressive behavior. This paper aims to contribute to a gap in the research by reporting a case study of transformation of an urban middle school in a multi-year implementation of restorative practices.

This paper reports how Creative Response to Conflict (CRC) supported the transformation of Middle School 217, in Queens, NY, from a school with one of the highest suspension rates in New York City to a model restorative school. CRC’s model, which incorporates the themes of cooperation, communication, affirmation, conflict resolution, mediation, problem-solving, bias awareness, bullying prevention and intervention, social-emotional learning and restorative practices, helped shift the perspective and practice of the entire school community from punitive to restorative.

Implementation of a full school advisory program using restorative circles for all meetings and classes and development of a 100% respect program committing all school community members to dignified and respectful treatment aided the transformation. Key to MS 217’s success was the collaboration of multiple non-profit organizations for provision of peer mediation training, after-school follow-up work, staff coaching and preventative cyberbullying training through the Social Media-tors! Program.

Challenges to the restorative practices implementation are reviewed with attention to the implementation online during COVID-19.

Next steps in the program post-COVID are articulated as a best practice model for other schools interested in adopting MS 217’s commitment, creativity and community-building to become a model restorative school.

Restorative justice (RJ) approach is currently not a mainstream practice for addressing the issue of intimate partner violence (IPV) in Singapore. In IPV, the persons affected are not limited to the persons experiencing violence (PEV) and persons using violence (PUV). There is a ripple effect when IPV happens and oftentimes, children, significant others and people in the community are negatively impacted. In short, IPV hurts self and relationships. Being relational in focus, the authors believe that an RJ approach can bring about healing and growth for persons directly or indirectly affected by the violence by building connectedness and a person’s relational capacity.

The authors proposed a framework for IPV work in the context of males using violence and females experiencing violence. Anchored in four working principles that are based on RJ, this framework seeks to guide practitioners to journey with affected parties in their healing process. In their endeavour to make a case for RJ in IPV work, the authors also offered possibilities and challenges for restorative IPV intervention in Singapore’s current landscape.

The authors strongly believe that an RJ-influenced practice has the potential to break the violent cycle by disrupting the conditions associated with IPV, including isolation, economic stress and societal norms regarding gender expectations. The authors also opined that an RJ-influenced practice can create a sustained longer-term outcome of healthy relationships through establishing non-violence behaviour as a societal norm.

This study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting teachers in a fundamental reorientation towards non-punitive discipline.

The authors administered a 30-item survey to a panel of 14 experts in restorative practices implementation in schools asking them to provide quantitative and qualitative feedback on the tool's content, metrics, and utility for building teachers' skill and confidence in promoting a restorative classroom. The authors calculated item-level content validity indices and scale-level content validity indices. To interpret findings, the authors applied acceptability criteria recommended in the literature. The authors used qualitative coding to analyze qualitative responses and contextualize quantitative findings.

Quantitative results indicated that the tool's structure and measures of teacher behavior were acceptable. The student behavior scale did not meet the acceptability criterion. Qualitative feedback indicated that observation and later co-reflection on teachers' use of specific restorative skills was deemed helpful to teacher implementation of restorative practices. Observations of student behaviors, however, needed to be broadened to emphasize student voice and agency and the quality of student interactions.

Novel approaches to measurement are needed to facilitate teacher implementation of restorative practices as schools adopt those practices to promote equitable student agency, engagement and belonging in a pivotal shift from existing punitive discipline systems.

We describe a holistic approach to promoting school safety that merges an emphasis on student voice with staff training in restorative practices. We first describe current approaches to keeping schools safe based on the existing research literature. Given that most of these approaches rely on access to credible information about potential threats to school safety, we then discuss student voices as one critical source of information, especially at the middle and high school level. We report on a recently developed tool designed to encourage students to share threats to school safety they are aware of with adults. Initial testing identified potential barriers and facilitators to students' willingness to share information. We discuss teacher training in restorative practices as one approach that might address some of these barriers, including anti-snitching cultures in schools, students' lack of trust in adult responses to student-identified concerns, and punitive school climates. Based on recent work, we identify barriers and facilitators to implementing restorative practices in schools. We provide recommendations about potential strategies to merge student voice with school personnel's training in restorative practices to minimize peer victimization that can escalate into violent behavior.

This paper aims to explore how peer support can support a combined Child First, trauma-informed and restorative approach for youth justice. While other scholars have identified clashes between these approaches, particularly between Child First and restorative approaches, a focus on reparative practice with peers has been under-explored as a more child-centred model for reparation-focused work.

We draw on qualitative data from interviews and surveys undertaken with young people and parents/caregivers in a London youth offending service (YOS). The data was part of a broader mixed-methods study in the YOS that used observational methods alongside surveys and interviews to evaluate the effectiveness of its model of practice. Peer support emerged as a theme.

Participants expressed the desire to see young people working and volunteering in the YOS and felt this would help make it a safe and non-threatening space. Young people who had completed their time with the YOS saw themselves as role models with the insight and skills to support others. These young people expressed a strong desire to work in the YOS and, in some cases, to develop long-term careers supporting young people.

Our research challenges the notion that young people who have been involved in crime struggle to empathise, providing rich examples of their empathic understanding for peers. Peer support opportunities could offer a reconceptualisation of restorative practice that is Child First and trauma-informed. Such opportunities would benefit both the young people being supported and those offering support, building a co-produced approach that is directly informed by the expressed needs and desires of the young people.

Understanding culture and the restorative needs of individuals can help students learn cultural competence and provide students a unique look at cultures. The chapter will focus on a pedagogical and historical understanding of restorative justice, how it relates to cultural competence, and structuring curriculum with the use of a variety of activities to help students learn cultural competence.