Restorative Consultation in Schools: A Systematic Review and Call for Restorative Justice Science to Promote Anti-Racism and Social Justice

Song, Samuel Y.; Eddy, Jacqueline M.; Thompson, Heather; Adams, Brian C.; Beskow, Jennifer

doi:10.1080/10474412.2020.1819298

Cited by 21 publications

(4 citation statements)

References 37 publications

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“…From the studies examined, results of great interest emerged regarding the benefits of applying restorative justice and practices in schools, as also confirmed by the theoretical articles and reviews reported in the Appendix A [ 57 , 58 , 59 , 60 , 61 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 ]. However, there is still limited evidence in terms of direct correlation, which suggests further studies.…”

Section: Discussionmentioning

confidence: 70%

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

Lodi

Perrella

Lepri

et al. 2021

IJERPH

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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.

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Section: Discussionmentioning

confidence: 70%

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

Lodi

Perrella

Lepri

et al. 2021

IJERPH

View full text Add to dashboard Cite

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“…Watching racialized violence particularly harms people of color (Bor et al., 2018), so institutional agents should not re‐expose individuals of color to such incidents and should consider providing additional support, such as counseling or other supportive services, to individuals of color during such times (Galán et al., 2021). More generally, adults should take care to provide educational opportunities that help students cope with challenges, such as social‐emotional learning curricula, restorative justice practices (Song et al., 2020; Song & Swearer, 2016; Wenzel et al., 2008), and belonging interventions (Walton & Cohen, 2007; 2011) are options that can be explored.…”

Section: Policy Recommendationsmentioning

confidence: 99%

Understanding the challenges and opportunities of talking to children about race and racism in child‐facing institutions

Wilton,

Sullivan,

Albuja

et al. 2023

Social Issues Policy Review

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Researchers from a range of disciplines emphasize that effectively socializing children about race and racism is vital to promoting positive outcomes, such as disrupting the development of racist attitudes and beliefs. While parents and guardians influence children's racial attitudes and beliefs, children also learn about race and racism from many other important adults in their lives, such as teachers, community leaders, and librarians. Yet race‐related topics are largely absent or underdeveloped from child‐facing programming, policies, and procedures. In this paper, we describe three major barriers to effectively socializing children about race and racism within child‐facing institutions like libraries, museums, and schools: (1) adults’ (often inaccurate) beliefs about children's social and cognitive race‐related development, (2) adults’ knowledge and comfort discussing race and racism with others, and (3) social norms that minimize explicit discussion of race and racism in institutional and interpersonal contexts. To contextualize these barriers, we address how children can process and reason about race across childhood and outline the evidence‐based benefits of socializing children about race and racism inside and outside the home. Finally, we provide recommendations aimed at translating this research to child‐focused spaces and provide general guidelines to consider when implementing such practices in their own spheres of influence. In sum, we argue that effective socialization about race and racism benefits all children and can (and should!) be achieved successfully outside of the home; and that adults who interact with children must interrogate their own beliefs, biases, and perspectives, work to develop cultural competence, and invest in and continually reassess practices and policies to facilitate effective socialization about race and racism.

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“…At the school policy level, schools should analyze their policies through a racial justice lens, specifically reviewing opportunity, support, and discipline as locations of inequity and injustice. Schools should shift toward restorative justice (Song et al 2020). Schools should also partner with the families and communities they serve to promote children's antiracist learning.…”

Section: Summary and Future Directions For Change Toward Antiracismmentioning

confidence: 99%

Growing Up, Learning Race: An Integration of Research on Cognitive Mechanisms and Socialization in Context

Hughes,

Cox,

Das

2023

Annu. Rev. Dev. Psychol.

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In the United States, race is a critical factor in determining how children experience and navigate their social worlds. Developmental scientists have examined the complexities and nuances of how children develop an understanding of what race means for them and others as well as their attitudes toward people of other racial groups. We provide an overview of the literature in two approaches to understanding children's racial learning—sociocognitive approaches, which focus on various aspects of children's understanding of, beliefs about, and attitudes toward race and racial groups, and socialization perspectives, which examine the messages that socialization agents transmit to children about race. Throughout, we highlight the ways in which the persistence of structural and interpersonal racism in the United States forms the background context for children's racial learning. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 5 is December 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

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Restorative Consultation in Schools: A Systematic Review and Call for Restorative Justice Science to Promote Anti-Racism and Social Justice

Cited by 21 publications

References 37 publications

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

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

Understanding the challenges and opportunities of talking to children about race and racism in child‐facing institutions

Growing Up, Learning Race: An Integration of Research on Cognitive Mechanisms and Socialization in Context

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