ABSTRACT
Restorative justice practices (RJP) in schools is an increasingly popular approach to responding to discipline showing modest effectiveness. However, there is little research within the school consultation literature that examines the use of RJP. In over a decade, there have been only six studies. These studies are reviewed and directions for future research are discussed. Over the next 30 years, researchers need to pursue restorative justice science with a social justice vision focusing on restorative consultation, anti-racism, and advocacy.
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No potential conflict of interest was reported by the authors.
Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.
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Notes on contributors
Samuel Y. Song
Samuel Y. Song is an Associate Professor in the Department of Counselor Education, School Psychology, and Human Services at the University of Nevada, Las Vegas. He is the principal investigator of the Restorative Schools Project and Program Coordinator of the School Psychology program.
Jacqueline M. Eddy
Jacqueline M. Eddy is an advanced doctoral student in School Psychology at the University of Nevada, Las Vegas. Her research interests include restorative approaches to family-school partnerships and social justice.
Heather M. Thompson
Heather M. Thompson is an advanced doctoral student in School Psychology at the University of Nevada, Las Vegas and the Project Coordinator of the Restorative Schools Project. Her research interests include implementation science of restorative justice practices and social justice.
Brian Adams
Brian Adams is Coordinator of Restorative Justice Practices in the Wraparound Services Department at the Clark County School District, Las Vegas, Nevada.
Jennifer Beskow
Jennifer Beskow is Region 1 Behavior Director at the Clark County School District, Las Vegas, Nevada.