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Research on school‐based restorative justice demonstrates that whole‐school interventions are the most effective for improving student outcomes. Despite rapid growth of restorative justice, few studies capture more than the first stage of implementation. This article aims to fill this gap by presenting a multiyear case study of a small urban high school (2011–2018). The whole‐school model explores new directions for the field by placing theory and practice directly into academic curriculum. Further, it democratizes restorative justice as students assume lead roles as practitioners, a departure from the dominant model in schools where restorative approaches are developed and led by adults.

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