Restorative practices provide meaningful opportunities for social engagement that foster empathy and mutual responsibility for the well-being of individuals and the community. Proactive practices intentionally build trust and understanding within the community to ensure a healthy supportive climate and environment. When things go wrong, restorative practices engage those affected and create space so that individuals and communities can effectively identify, understand, and address harms and needs—this facilitates healing. 

Jon Kidde, Whole-School Restorative Approach Resource Guide

Whole-Approach to Restorative Practices:

  • Begins with proactive community-building circles to develop relationships with staff and students and increase a sense of belonging
  • Promotes activities to ensure things go right such as, collaboratively establishing classroom norms and encourage assessments of how we are doing
  • Establish systems and structures to apply restorative principles such as, establish clarity for what is expected to be managed in the classroom, what requires in-class support, and when to refer to the office.
  • Woven into a school’s MTSS framework

“Restorative Practices to me is a lifestyle. It means community, it means building relationships, it means healing.”

– Jose Rivera, Brooklyn Collaborative.


OSSU RP in Schools
Restorative Practices is about interacting with people in a way that promotes inclusion rather than exclusion.  To successfully implement restorative practices in schools a foundation of trust, respect, and responsibility must be established.  During this course, participants will explore the current research and trends surrounding restorative practices in schools, develop circles for community building and classroom discussion, discuss the challenges of implementing restorative practices to address harm and work on creating an implementation plan for your school and classroom.  

Upon completion of this course, participants will have:

  • Discussed the foundational concepts of restorative practices and their application in schools. 
  • Reviewed research and case studies from restorative schools 
  • Created circles for community building and processing academic subjects 
  • Explored using circles to address harm   
  • Discussed key topics in restorative practices such as safety, facilitating a tough discussion, and trusting in the process. 
  • Practiced using restorative process with peers and students 
  • Found places in implement restorative practices in their work 
  • Reflected on personal teaching and facilitation styles and its application with restorative practices

Content Outline:

Module 1 – Intro to Restorative Practices in Schools

Module 2 – How to implement RP in Schools/Strength assessments

Module 3 – Service Learning – Strength Assessments/Needs Assessment

Module 4 – Tier 1 Practices/community building

Module 5 – When Circles Go Wrong: Problem Solving 

Module 6 – Service Learning – Tier 1 in the classroom

Module 7 – Tier 2 Practices

Module 8 – Service Learning- Tier 2 in Action

Module 9 – Tier 3 Practices

Module 10 – Service Learning – Tier 3 in Action

Module 11- Evaluate, Reflect, and Refine