Looking Within and Beyond: Restorative Justice in Schools

Across the past three decades, restorative justice (RJ) has become increasingly popular in the U.S as an alternative to criminal legal approaches, particularly in schools suffering from the effects of school securitization and a rise in discipline. However, what RJ means is often variable in how it is practiced and dependent upon its local context: school, family, community, etc. This study reveals the tensions underlying RJ’s implementation process in schools and investigates the role that political climate plays in those efforts. The results of this study are based on a series of eight semi-structured interviews with key national organizers and scholars who work with restorative justice practices in schools. Findings indicate that there are three key tensions in RJ's implementation in educational contexts: 1) the pervasiveness of carceral logics, 2) RJ's lack of structural support, and 3) the contingency of RJ’s use based upon how different actors think about and use it in practice. Finally, the local political climate of RJ practice has both salutary and adverse effects on implementation efforts. Together, these findings provide a deeper analysis of the obstacles in RJ implementation in schools, thereby allowing individuals to work towards sustainability in schools.