RFNL offers professional learning and facilitation that supports individuals, educators, communities, and organizations in engaging with restorative justice as a way of learning and living. Our sessions are experiential, reflective, and grounded in relational practice, with offerings ranging from short workshops to multi-day learning experiences. We also provide Circle facilitation and support for a wide range of purposes, including community-building, learning, celebration, peace-building, and responding to harm or conflict. Our approach emphasizes care, accountability, and the creation of spaces where people can listen, learn, and engage meaningfully with one another.

Relationship-building is central to RFNL’s work. We support restorative justice engagement through mentorship models that emphasize co-learning, shared responsibility, and relational accountability rather than hierarchy or expertise. Through individual and group mentorship, communities of practice, and collaborative learning spaces, we work alongside others as they deepen their understanding of relational practice in education and community contexts. This work is responsive to place, people, and purpose, and recognizes that meaningful change unfolds through relationships over time.

RFNL develops and shares resources that support relational and restorative practice across educational and community settings. This includes written resources, tools, frameworks, research-informed reflections, and creative materials designed to support learning, dialogue, and practice. We share this work through our website, social media, public events, and research partnerships. Our approach to knowledge sharing values accessibility, reflection, and ongoing learning, with a focus on supporting others to adapt restorative practices in ways that make sense within their own contexts.

RFNL’s work is grounded in the history of restorative justice and in Indigenous relational ways of knowing and being. We recognize that Indigenous communities around the world have lived and practiced relationality for generations, and that these knowledges continue to inform contemporary restorative justice theory and practice. We are committed to ongoing learning and accountable relationship-building with Indigenous communities provincially and internationally. Teachings such as Two-Eared Listening and Two-Eyed Seeing inform how we approach listening, learning, and dialogue, shaping our work with humility, care, and respect.