In Schools, Restorative Practices often involve:

 
■Ways to strengthen those affected by wrongdoing to stand against harmful behaviour.

■Approaches to behaviour management that ask students and teachers to take care of one another.

■A form of discipline that has the potential to strengthen social bonds between those involved in incidents of harm or conflict, instead of weakening these bonds (which punitive processes do).

■Adults in schools enlisting the help of students to support peers who may be struggling to make better choices about how they act. Teachers and students no longer sit on different sides of the school discipline fence – they work together.

■Approaches that hold students accountable to each other (or to the group) when their behaviour causes harm. Traditional disciplinary to discipline only holds students  to the teachers, rules or school leadership

■The building of more unified student groups through a shared commitment to values and agreements about how we treat one another. This creates a healthy sense of shared responsibility and required helpfulness among students.

■Processes that get people talking in ways that create a sense of group solidarity against wrongdoing and abuses of power like bullying.

■A view of people as fundamentally good, but capable of harmful behaviour (either intentional or unintentional) in their search to meet their needs.

■A view of all behaviour through the lens of relationships. Antisocial or harmful behaviour often is symptomatic of weakened or non-existent social connections and the pain this causes in the form of shame. Hurt people hurt people.

■A desire of those in authority to when possible share decisions with students about issues that directly affect them 

- a benevolent dictatorship.