Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review

Ernesto Lodi, Lucrezia Perrella, Gian Luigi Lepri, Maria Luisa Scarpa and Patrizia Patrizi
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Ernesto Lodi: Department of Humanities and Social Sciences, University of Sassari, 07100 Sassari, Italy
Lucrezia Perrella: Department of Humanities and Social Sciences, University of Sassari, 07100 Sassari, Italy
Gian Luigi Lepri: Department of Humanities and Social Sciences, University of Sassari, 07100 Sassari, Italy
Maria Luisa Scarpa: Department of Humanities and Social Sciences, University of Sassari, 07100 Sassari, Italy
Patrizia Patrizi: Department of Humanities and Social Sciences, University of Sassari, 07100 Sassari, Italy

IJERPH, 2021, vol. 19, issue 1, 1-34

Abstract: Background: In recent years, the use of restorative justice (RJ) and restorative practices (RP) in schools has grown rapidly. Understanding how theory and research address this topic is important for its practical implementation based on scientific knowledge. The aim of this article was to analyse the practices derived from RJ implemented in school and what kinds of results have been achieved. Starting from the analysis of the qualitative and quantitative research in the field, a systematic review was conducted on the last decade of studies using RJ and RP at every level of school education. Methods: For this review, methods including the PRISMA guidelines, the PRISMA flow diagram, and qualitative synthesis were carried out. Scientific articles for the literature review were selected according to the following criteria: (1) publication date between the years 2010–2021; (2) student population aged 6–18 years; (3) publications in the English language; (4) articles directly accessible or accessible by contacting the author(s); 34 articles met the inclusion criteria. Results: The most used RP in school are circles ( n = 26), followed by restorative conferences ( n = 17), peer mediation ( n = 10), restorative conversations ( n = 8), mediation ( n = 7), community-building circles ( n = 5). RP can improve the school climate, discipline, positive conflict management through actions that aim at preventing suspensions, exclusions, conflicts, and misbehaviours (e.g., bullying). RJ practices promote positive relationships between peers and between students and teachers, as well as to prosocial behaviours through the development of social and emotional skills. Conclusions: From the studies examined, a great interest in applying restorative justice and practices in schools clearly emerged. Discussions on the benefits and challenges of implementation were provided. However, there is still limited evidence in terms of direct correlation, which suggests further studies on the impact of RJ and RP in school settings.

Keywords: school; restorative justice; restorative practices; children; adolescents; literature review (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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