School-Based Restorative Justice: Lessons and Opportunities in a Post-Pandemic World

Abstract

The COVID-19 pandemic has deeply affected schools and the people within them. The move to remote schooling forced practitioners of school-based restorative justice to adapt and innovate, as theory and practice had almost exclusively focused on in-person instruction. In this paper, I first review some of the challenges, adaptations, and lessons during the pandemic. I then argue that restorative justice in schools offers new and unique potential to address needs of educational communities and the students, educators, and staff within them as in-person instruction returns. Specifically, I suggest it could contribute to rebuilding social connection and community, bolstering mental health, and addressing inequities. Finally, I end with limitations and future directions for considering these extensions and evaluating their impact. School-based restorative justice alone cannot be a panacea for these issues, but could be integrated into other supports and services to address the stark needs of school communities and of the young people whose lives have been so deeply impacted by COVID-19.

Schools as stakeholders in health promotion: a review before and in the midst of the pandemic COVID-19 with reference to India and Odisha state

“…Countries around the world have developed health and safety protocols in an effort to safely keep schools open and protect students, teachers and other educational staff from the transmission of COVID-19. 18,19 As schools are the second home to students, they tend to learn and experience most culture, behaviour and ideal living ways including hygiene and nutrition. Students must be educated and well trained regarding adequate wash practice, nutritious food, self defence and security and importance of positive health.…”