Institutionalizing Restorative Justice in Higher Education: Insights from Practitioners

Restorative justice (RJ) in higher education holds promise not only as an alternative to punitive disciplinary systems, but also as a vehicle for building inclusive, relational, and socially just academic communities. Yet efforts to integrate RJ often confront significant structural and cultural barriers that can limit sustainability and impact. This study draws on qualitative data from 68 higher education institutions internationally to explore the practices and conditions that support the successful implementation and institutionalization of restorative justice in university settings. Our research examines how RJ practitioners ensure the successful delivery of restorative justice programming within higher education institutions and how restorative justice is effectively institutionalized within university settings. Using thematic analysis supported by ATLAS.ti, we identified two key themes, which we called Making it Work and Deepening the Roots, across student conduct, staff and faculty engagement, classroom practice, and research initiatives. Findings identify several successful practices for delivery of RJ initiatives, including Student Voice, Comprehensive Training, Practitioner Competency, and Restorative Embodiment. Findings also indicate important strategies for institutionalizing RJ including Scholarship, Locating RJ, Intentionality, Mission Alignment, and Strategic Partnerships. By examining how communities of practice are working to overcome implementation barriers, this study contributes to understanding how RJ can mitigate harm, strengthen belonging, and support the transformation of higher education into more relational and restorative environments.