Abstract
Abstract
Restorative justice (RJ) is both a philosophy and a set of practices meant to repair harm and maintain connection in the face of wrongdoing. While RJ is becoming increasingly popular among K–12 educators and in schools, emphasis is typically on its social justice applications, including its use as an alternative to zero-tolerance discipline policies and its role in dismantling the school-to-prison pipeline. However, RJ can also be understood as a trauma-informed mental health intervention allowing perpetrators, who have frequently been victims of past trauma, to regain a sense of voice and control, and to maintain social connection within their community. Social workers in school settings are in a prime position to explore and advocate for its increased use with vulnerable youth populations. Through review of relevant literature and use of a composite case example, this article outlines the harmful impacts of punitive and exclusionary discipline; describes the potential benefit of schools utilizing RJ as a mental health intervention; and recommends further research to understand RJ's effect on self-efficacy, self-regulation, and healthy attachment.
Publisher
Oxford University Press (OUP)
Subject
Education,Health (social science)
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. Policy, Practice, and Perceptions of K-12 Social-Emotional Learning;International Journal on Studies in Education;2024-08-06
2. What is Essential in School Social Work Practice;School Mental Health;2024-03-08
3. Building Resilience in the Education System;Inclusive Phygital Learning Approaches and Strategies for Students With Special Needs;2023-06-30