Restorative practices benefit both teachers and students

By Elizabeth Foster
Categories: Equity, Evaluation & impact, Outcomes, Research, Standards for Professional Learning
December 2021
As awareness has grown about the harmful effects of exclusionary discipline, especially on the Black and Brown students who are disproportionately suspended and expelled, so, too, has interest in alternative approaches to discipline. Restorative practices are becoming more common in schools across the U.S. and in other countries. Restorative practices focus on building or repairing relationships to address or preempt conflict. They are based on the idea that when young people come to understand how they have caused harm and collaborate with others to find a solution for repairing the harm, they learn to behave differently while strengthening their connection to the community rather than becoming ostracized from it. Quantitative research on restorative justice approaches is relatively new and still emerging. Understanding the findings that

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Log In

The Study

Augustine, C.H., Engberg, J., Grimm, G.E., Lee, E., Wang, E.L., Christianson, K., & Joseph, A.A. (2018). Can restorative practices improve school climate and curb suspensions? An evaluation of the impact of restorative practices in a mid-sized urban school district. RAND Corporation.

Image for aesthetic effect only - Elizabeth-foster
Senior Vice President, Research and Strategy | + posts

Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.

Categories: Equity, Evaluation & impact, Outcomes, Research, Standards for Professional Learning

The Learning Professional

Published Date


  • Recent Issues

    February 2024

    How do you know your professional learning is working? This issue digs...

    December 2023

    Professional learning can open up new roles and challenges and help...

    October 2023

    Both special education and general education teachers need support to help...

    August 2023

    Prioritizing professional learning time is an investment in educators and...

    Skip to content