RESTORATIVE JUSTICE IN SCHOOLS
Restorative Justice Education in Newfoundland and Labrador Schools:
An Overview of Engagement
dr. dorothy vaandering
Memorial University of Newfoundland & Labrador
August, 2021
Restorative justice in education in Newfoundland and Labrador has grown through a grassroots, educator-led approach. Rather than being introduced as a program or behaviour strategy, it has developed as a relational way of being that shapes how people learn, work, and respond to harm in school communities.
This overview is drawn from a provincial engagement study conducted by dr. dorothy vaandering in 2021 and offers a snapshot of how this work has taken shape across the province. The sections below highlight key ideas from the full report. This work continues to evolve, and further updates are currently underway.
Understanding Restorative Justice in Schools
In school communities, this work is reflected in how people relate to one another and how learning environments are shaped. It centres belonging, voice, and shared responsibility, influencing how people learn, work, and respond when harm occurs.
How This Work Has Grown in Newfoundland and Labrador
Restorative justice in education in Newfoundland and Labrador has grown through grassroots, educator-led efforts. Early engagement was often taken up by individual educators and small groups, with increasing movement toward shared, school-wide understanding over time.
What This Can Look Like in Schools
In schools, this work may include circle processes, intentional relationship-building, and collaborative ways of responding to harm and conflict. These ways of working are woven into everyday school life as well as more complex situations, supporting learning environments grounded in trust and respect.
What Supports This Work
Educators have identified the need for time, shared understanding, leadership support, and opportunities for collaboration in order to deepen and sustain this work within school communities.
Ongoing Growth
This work continues to grow across the province through the efforts of educators, schools, and communities. As understanding deepens, there are increasing opportunities to connect, learn, and support one another in shaping more relational ways of being in education.