“Here, It’s Like You Don’t Have to Leave the Classroom to Solve a Problem”: How Restorative Justice in Schools Contributes to Students’ Individual and Collective Sense of Coherence

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

“…Thirty-four studies conducted in seven countries (USA, 23; UK, 4; Australia, 2; Canada, 2; Croatia, 1; Japan, 1; Scotland, 1) were included in this systematic review. Of these, six studies are randomized controlled trials (RCT) [ 23 , 24 , 25 , 26 , 27 , 28 ]; one study is a follow-up survey [ 29 ]; one study is a correlational study [ 30 ]; one study is an interrupted time series (ITS) analysis [ 31 ]; two studies are nonexperimental design studies [ 32 , 33 ]; one study is quasi-experimental pre–post design study [ 34 ]; 17 studies are qualitative studies (in these, we considered single-case studies) [ 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 ]; one study is both literature review and a qualitative research study [ 52 ]; two studies are qualitative and quantitative studies [ 53 , 54 ]; two studies are quantitative studies [ 55 , 56 ].…”

“…Of these 26 studies, 20 studies [ 24 , 25 , 26 , 27 , 28 , 31 , 32 , 33 , 35 , 36 , 37 , 38 , 39 , 41 , 44 , 45 , 48 , 51 , 52 , 54 ] envisaged the involvement of external experts both to support students and/or teachers in the management of the practices and because they were called to be their facilitators. In eight studies [ 23 , 29 , 40 , 46 , 47 , 53 , 55 , 56 ], the RP were provided directly by the researchers as experts in restorative practices.…”

“…In schools where the restorative approach (and practices) is adopted, less misconduct by students, reduction in injuries, disciplinary postponements, and school crimes are evident, with more positive behaviours and decreases in suspension rates and disciplinary sanctions. This leads to a reduction in the need for punitive measures [ 24 , 25 , 26 , 27 , 28 , 30 , 31 , 34 , 36 , 38 , 39 , 40 , 41 , 42 , 46 , 48 , 50 , 54 , 55 ]. For example, the study by Payne et al [ 55 ] pointed out that the use of severe punishment increases the likelihood of choosing punitive/zero-tolerance policies to manage and respond to student behaviour problems; the use of milder punishments increases the likelihood of resorting to restorative practices; the use of harsh punishments is unrelated to the level of crime and delinquency.…”

Salutogenesis and Migration

“…Still, the author concluded that schools are poten-tially supportive environments for young refugees -in contrast to therapeutic interventions. In another study with a school setting, this time in Canada, Reimer (2020) explores how restorative justice helps students to build a strong sense of coherence, both individual and collective. She defines restorative justice as 'a set of principles and practices that positions harm as a violation of people and relationships rather than a violation of rules and laws' (Reimer, 2020, p. 410).…”

“…One example is the identification of cultural values and practices that may be used as GRRs (Borwick et al, 2013;Kolanen et al, 2016;Sossou et al, 2008). Creating 'salutogenic arenas' in schools to help unaccompanied minors move towards greater health (de Wal Pastoor, 2015) and training children in restorative justice (Reimer, 2020) are examples in school settings. Understanding how flexibility in expectations can enhance SOC (Slootjes et al, 2017) provides a pathway for interventions that strengthen SOC.…”