Restorative Justice Books, Key Resources, Reports, and Links

Council of State Governments, Justice Center, 2014

The School Discipline Consensus Report presents a comprehensive set of consensus-based and field-driven recommendations to improve conditions for learning for all students and educators, better support students with behavioral needs, improve police-schools partnerships, and keep students out of the juvenile justice system for minor offenses. More than 100 advisors representing policymakers, school administrators, teachers, behavioral health professionals, police, court leaders, probation officials, juvenile correctional leaders, parents, and youth from across the country helped develop more than two dozen policies and 60 recommendations to keep more students in productive classrooms and out of court rooms. Emphasizes restorative practices and PBIS.

by Jessica Koltz, Sara Kersten-Parrish

by Ben Mikkelsen

What restorative practice in schools can look like and some practical guidelines which represent a strategic approach to the implementation of restorative practices, so that they “stick” – that is, become sustainable.

Dissertation on evaluating the use of restorative practices at One Elementary School to discover the pros and cons of the Restorative Practices program being implemented at this school.

‍https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1610&context=diss

Colorado Restorative Practices in Schools Guidelines

RJ Colorado, 2016

The collaborative creation of this guiding document was initiated in February 2016 by the Colorado Coordinating Council on Restorative Justice (RJ Council). Over fifty Restorative Practices in Schools practitioners, trainers, consultants, and researchers co-created the foundation for these guidelines. This is a living document, as is customary with the CO RJ Council guiding documents. It will be reviewed annually for updates and input from the Restorative Practices Community. This document will provide guidelines for Restorative Practices in Schools in Colorado, identifying key principles and practices and recommendations for best practices in implementation and training for restorative Practices in Schools.

A critique on implementing a restorative culture in Canadian schools which helps students to be accountable for their own behavior, to develop respect for self and others, and to strengthen their identity as capable, successful members of the community.  Some in-depth info regarding value of community and safety official involvement in program.

‍https://www.researchgate.net/publication/294582855_An_Exploration_of_the_Implementation_of_Restorative_Justice_in_an_Ontario_Public_School 

Taking Restorative Practices School-wide: Insights from Three Denver Schools

A report of the Denver School-Based Restorative Practices Partnership, Anyon, Y. 2016

Through interviews and focus groups with staff members at three Denver schools that have successfully implemented restorative practices (RP), four essential strategies for taking this approach school-wide were identified: strong principal vision and commitment to RP; explicit efforts to generate staff buy-in to this conflict resolution approach; continuous and intensive professional development opportunities; and, the allocation of school funds for a full-time coordinator of RP at the site. Additional approaches that supported the school-wide implementation of RP are described in the full report.

The experience of a head teacher working in partnership with Thames Valley Police between 1999 and 2004 to implement restorative approaches to a secondary school. Author reflects on the conclusions of the Youth Justice Board evaluation report on RJ in Schools initiative, identifying issues for developing restorative approaches in English schools.

‍http://www.iirp.org/library/schooldisc.html 

Dignity in Schools, October 2013

The Model Code on Education and Dignity presents a set of recommended policies to schools, districts, and legislators to help end school pushout and protect the human rights to education, dignity, participation, and freedom from discrimination. The Code is the culmination of several years of research and dialogue with students, parents, educators, advocates, and researchers who came together to envision a school system that supports all children and young people in reaching their full potential. Model 2 is about Restorative Practices. In October 2013, DSC released a new revised version of the Model Code, which includes new sections on: social and emotional learning, prevention and response to bullying behavior, reducing tickets and summonses issued in school, reducing racial disparities in discipline through culturally responsive classroom management, creating safe schools for LGBTQ students and other topics.

U.S. Department of Justice, Civil Rights Division; U.S. Department of Education, Office for Civil Rights, January 8, 2014

Emphasizes conflict resolution and restorative practices.

American Public Media, Catherine Winter, Aug. 25, 2016

A get-tough attitude prevailed among educators in the 1980s and 1990s, but research shows that zero-tolerance policies don’t make schools safer and lead to disproportionate discipline for students of color.

Abolitionist Teaching Network, August 2020

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This guide builds from the premise that injustice manifests differently in different schools and communities. Abolitionist Teaching cannot be distilled to a list of “best practices” because it is a way of life. Abolitionist Teachers believe that no Black, Brown, or Indigenous child is disposable. We must embody the spirit of Black Lives Mattering, not just say Black Lives Matter. This guide is an invitation for Abolitionist Teachers to individually and collectively generate critical reflection and action.

UCLA Center for the Transformation of Schools CA MTSS Research Consortium

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This library includes materials that your school can use to incorporate equity-oriented restorative policies and practices across all tiers of the MTSS framework. In response to the goals of CA-MTSS, the materials in this library focus on approaches that can reduce racial disparities in discipline by improving school climate. It is a huge library of very helpful resources, all linked to outside articles and reports.

by Adam Crawford and Tim Newburn

by David R. (Reed) Karp and Todd R. Clear

by Lode Walgrave and Gordon Bazemore

by Gerry Johnstone

by Dennis Sullivan and Larry Tifft

by Eugene McLaughlin, Ross Fergusson, Gordon Hughes, and Louise Westmarland

by Eliza Ahmed, John Blad, Valerie Braithwaite, and Mia Claes

by Gordon Bazemore and Mara Schiff

by Eliza Ahmed, John Blad, Valerie Braithwaite, and Mia Claes

by John G. Perry (Editor)

by Bertrand Russell

by Howard Zehr

by Gordon Bazemore, Mara Schiff, and S. Gordon Bazemore

by D Sullivan

by Howard Zehr (Photographer)

by Howard Zehr and Barb Toews

by David J. Cornwell and Tony Cameron

by Annalise Acorn

by Howard Zehr

by Declan Roche

by David R. Karp and Thom Allena

by Jennifer Furio

by Edgar Kimmett, Tim Newell, and Erwin James

by Lode Walgrave

by Edgar Kimmett, Tim Newell, and Erwin James

by Lode Walgrave

by Barb Toews

by Michael Braswell, John R. Fuller, and Bo Lozoff

by Margaret J. Wheatley

by Sue Annis Hammond

by Joseph Jaworski, Betty Sue Flowers (Editor), Peter M. Senge (Introduction)

by Peter Block

by Margaret J. Wheatley, Myron Kellner-Rogers

by Lee G. Bolman and Terrence E. Deal

by Peter Koestenbaum (Author), Peter Block (Author)

by Peter Senge

by Peter Block

by Peter Senge

by Robert Coles

by Peter Block

by Beverly Enge

by C./Spring Garfield

by Jack M. Zimmerman, Virginia Coyle

by Mark S. Umbreit, Robert B. Coates, and Boris Kalanj

by Christina Baldwin

by Robin Carnes (Author), Sally Craig

by Kay Pranis, Barry Stuart, and Mark Wedge

by Jean Shinoda Bolen

by Mark S. Umbreit

by Kay Pranis

by Mark S. Umbreit

by Betty Vos, Robert B. Coates, Katherine A. Brown, and Mark S. Umbreit

by Michael J. Bradley, Jay N. Giedd

by Michael Gurian

by Peter L. Benson, Pamela Espeland, Judy M.A. Galbraith

by Jane Middelton-Moz

by Patricia Hersch

by Jane Middelton-Moz‍

by Mary Pipher

by Anthony E. Wolf

by Jane Middelton-Moz (Author)

by Jane Middelton-Moz

by Jane Middelton-Moz, Lorie Dwinell (Contributor)

by Kimberley A. Bobo, Jackie Kenoall, Steve Max, Kim Bobo, Jackie Kendall, Midwest Academy, Kimberly A. Bobo

by Paul Mattessich, Barbara Monsey

by J. David Hawkins

by John McKnight

by John P. Kretzmann, John L. McKnight

by Robert D. Putnam

by Robert D. Putnam, Lewis Feldstein, and Donald J. Cohen

by Danaan Parry

by Arnold Mindell

by Arnold Mindell

by Roger Fisher, William L. Ury, Bruce Patton, and Bruce Patton

by William Ury

by Arnold Mindell

by Burt Galaway and Joe Hudson

by Elmar Weitekamp, Hans-Jurgen Kerner, and International Conference on Restorative Justice

by I Aertsen

by Pat Howley

by Jimmie Carter

by Angeles Arrien

by John Paul Lederach

by Ruppert Ross

by Heather Strang and John Braithwaite

by M. Wright

by James Dignan  

by Howard Zehr

by Heather Strang

by Marsha Willis

by Parker J. Palmer

by Michael L. Hadley

by Virginia Mackey

by Denise Breton

by Wanda D. McCaslin