Darling-Hammond, S. (2023). Fostering belonging, transforming schools: The impact of restorative practices. Learning Policy Institute.

Klevan, S. (2021). Building a positive school climate through restorative practices. Leaning Policy Institute.

Hunt, A. (2019). A Case for the Restorative Approach in Schools. Canadian Teacher Magazine. https://canadianteachermagazine.com/2019/04/22/a-case-for-the-restorative-approach-in-schools/

In contrast, high schools often use restorative practices as alternatives to suspension. Through circles, mediation, and conflict resolution strategies, these practices address conflict and foster accountability not only between students, but also between students and teachers.

Although implementation looks different across age groups, high-fidelity restorative programs consistently promote safer, more empathetic school environments where students feel welcomed, supported, and ready to learn.

Cite: www.iirp.edu/restorativepractices

Restorative practices | Alberta.ca

"Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management" (2015) by Dominique Smith, Douglas Fisher, and Nancy Frey is a guide for educators looking to move beyond traditional discipline.

The title refers to the two most common tools in classroom management: "Carrots" (extrinsic rewards like stickers or pizza parties) and "Sticks" (punitive consequences like detentions or suspensions). The authors argue that while these might get short-term compliance, they fail to teach students how to be responsible, empathetic, or self-regulated.