A Systematic Literature Review of Conceptions, Implementation, and Evaluation of Restorative Practices in U.S. K-12 Schools

• In Event: Restorative Justice, Black Geographies, and Voice: Reframing School Discipline as a Fight for Human Rights

Abstract

This systematic review examines how Restorative Practices (RP) are conceptualized, implemented, and evaluated in U.S. K–12 schools, with attention to who and what is centered. Findings reveal inconsistent definitions of RP, narrow implementation focused on practices like circles, and evaluations that prioritize punishment data and adult perceptions. Student voices are often overlooked. The paper calls for greater clarity in RP’s philosophy and implementation, and a shift in evaluation practices to center student perspectives and better reflect restorative values.

Author

• Laura Fittz Parks, Fort Lewis College