Restorative Practices DO Include Accountability Measures

Restorative practices have been increasing over the last decade, but some schools remain hesitant to implement them. I believe this is due to misconceptions about restorative practices in the classroom.

Being restorative isn’t…

• Just a conversation
• An easy way out
• Without consequences

On the flip side, being restorative also isn’t…

• Punitive
• Based on illogical consequences
• A one-and-done event

Restorative practices are not an easy way out. While it’s true that conversations occur, they dig deep into the “why” behind behaviors. Simply punishing a student without meaningful dialogue—or with a one-sided conversation—does not lead to lasting change.

Students must understand why their behavior was wrong, build empathy for those affected, and repair the harm they caused.

Consider the following scenarios for the same behavior: a student throwing food in the cafeteria.

Scenario 1 (traditional punishment): The student is sent to the office, where the principal sternly tells them that throwing food is inappropriate and assigns detention as punishment. Result? The student might not repeat the behavior—or they might simply learn not to get caught.

Scenario 2 (restorative practices): The student is sent to the office, where the custodian and a cafeteria worker join an administrator in a circle. The administrator welcomes everyone and begins by asking the student why they threw the food. The student explains they were trying to be funny for their friends. When asked who might be impacted, the student guesses that those cleaning it up might be affected.

The custodian then shares how he spends his day keeping the school clean for students and staff and how extra messes disrupt his work. If he has to stay late, he might lose time with his family. The cafeteria worker adds that she prepares food for hundreds of students daily. Knowing that some students rely on school meals as their main food source, she worries that food waste could upset those students and hurt the respectful environment they work hard to maintain.

The student, realizing the broader impact, apologizes. The administrator then asks what the student can do to make things right, and the student offers to help clean the cafeteria the next day. Everyone agrees this will repair the harm, and the meeting concludes.

Some may see time as a barrier to restorative practices, and that’s understandable. However, in this process, we’ve helped the student develop empathy and respect, which significantly reduces the chance they’ll repeat this behavior.

Brad Weinstein is a co-author of the Washington Post Bestseller Hacking School Discipline and works with schools around the world to improve their discipline practices.