Restorative practices are reshaping how educators approach discipline, relationships, and school climate. In North Dakota, middle schools implementing restorative practices are seeing measurable improvements in student behavior, staff relationships, and overall school culture.

Carly Theis’s 2022 dissertation, Restorative Justice Practices in Middle School Settings in North Dakota, examined three middle schools and found that restorative practices led to significant positive outcomes. One school reported a 40% reduction in office referrals after implementing restorative circles. Educators described stronger relationships with students and more collaborative staff dynamics. Students were more likely to take responsibility for their actions and engage in repairing harm when given structured opportunities to do so.

This also emphasized the importance of professional development. Schools that invested in consistent training for staff saw deeper integration of restorative practices and greater buy-in across roles. Her findings informed the development of tailored workshops focused on circle facilitation, trauma-informed approaches, and culturally responsive practice.

These success stories demonstrate that restorative practices are not just theoretical—they are practical, effective, and transformative when implemented with intention and support.

Educators interested in exploring these approaches can visit our Education Resources section for toolkits, training opportunities, and implementation guides.

Restorative practices create space for healing, accountability, and growth—because every student deserves to belong.

Reference:
Theses database. Theis, Carly, “Restorative Justice Practices In Middle School Settings In North Dakota” (2022). Theses and Dissertations. 4378.
https://commons.und.edu/theses/4378