Reframing school-based restorative justice as a structural population health intervention

Area of Science:

• Public Health
• Education Policy
• Sociology

Background:

• School-based restorative justice is recognized for reducing the school-to-prison pipeline and improving academic success, safety, and connectedness.
• However, its connection to health outcomes is often overlooked by scholars and practitioners.
• Ecosocial theory provides a framework to understand these broader impacts.

Purpose of the Study:

• To conceptualize school-based restorative justice as a structural population health intervention.
• To examine the association between restorative justice practices and student health and academic outcomes.
• To highlight the potential of restorative justice in improving population health.

Main Methods:

• Utilized ecosocial theory to frame restorative justice as a structural intervention.
• Analyzed data comparing students in schools with and without restorative justice programs.
• Assessed outcomes related to school absenteeism due to adverse health and academic performance.

Main Results:

• Students in schools with restorative justice had lower odds of missing school due to adverse health.
• Attending schools with restorative justice was associated with better academic outcomes.
• Restorative justice demonstrated a positive impact on student well-being and educational attainment.

Conclusions:

• School-based restorative justice functions as a significant structural intervention with positive health implications.
• It shows promise in mitigating health disparities and improving overall student health.
• Integrating restorative justice can contribute to broader population health goals within educational settings.