Evidence for RJ/RP - RPforSchools

Evidence for Restorative Justice/Restorative Practices Programs ~
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Q ueensland Childrens Court Annual Report 2011-2012 Childrens Court of Queensland

In 2011–12, the Youth Justice Conferencing services received a total of 2,937 referrals, an increase of 79 or 2.8% from the previous financial year. During the 2011 12 period, a total of 2,282 referrals were conferenced. Queensland courts made 1,328 (45.2%) indefinite and 363 (12.4%) before sentence referrals whilst 1,246 (42.4%) diversionary referrals were made by Queensland Police. Of the referrals conferenced, 95 per cent resulted in agreement being reached in a conference, consistent with 2011–12. In addition: 98 per cent of conference participants indicated that they thought that the conference was fair, 98 per cent of conference participants were satisfied with the agreement made in the conference, and 97 per cent would tell a friend in the same position to go to a conference.

Restorative Practices/Community Conferencing Pilot 2002 Evaluation Shaw, G., Wierenga, A., Youth Research Centre, Faculty of Education, The University of Melbourne

This report provides an evaluation of a nine month Pilot of Restorative Practices / Community Conferencing in Victorian schools during 2002.

The use and effectiveness of anti-bullying strategies in schools Goldsmiths, University of London & United Kingdom Department of Education

The project started in September 2008 and lasted until November 2010. The research was conducted by the Unit for School and Family Studies, based at Goldsmiths, University of London with support from the Anti-Bullying Alliance. The project was directed by Professor Peter K Smith and the main researcher on the project was Ms Fran Thompson.

School-based restorative justice as an alternative to zero-tolerance policies: Lessons from West Oakland Thelton E. Henderson Center for Social Justice - University of California, Berkeley, School of Law (Boalt Hall)

In this report we examine a pilot restorative justice program at a school that primarily served students of color from low-income families. We document the implementation of the program at Cole Middle School in West Oakland, California, and the observations and perceptions of those who participated in it. We also draw lessons from Cole’s experiences that we hope will be helpful to those interested in implementing school-based restorative justice.

Under the National School Drug Education Strategy, Victoria received funding which has enabled the Department of Education & Training (DE&T), in collaboration with the Catholic Education Commission of Victoria (CECV) to explore the effectiveness of Community Conferencing/Restorative Practices in schools across Victoria.

Aim: To compare the cost-effectiveness of Youth Justice Conferences (YJCs) to matters eligible for YJCs but dealt with in the Children’s Court. Conclusion: When viewed in totality, the YJC scheme is more cost-effective than the Children’s Court.

This report summarises an economic analysis of alternative interventions for young adult offenders in the UK.

Restorative Justice: the evidence - Sherman, L.W., and Strang, H. The Smith Institute, 2007

In 2004-05 the Smith Institute ran a highly successful series of seminars looking at case studies of the use of restorative justice techniques among criminals and their victims, in schools and within communities and neighbourhoods. Building on the impressive accounts of how powerful restorative justice techniques could be, as a way both of changing behaviour and of mitigating harm, this independent report was commissioned by the Smith Institute in association with the Esmée Fairbairn Foundation in order to examine the evidence on restorative justice (RJ) from Britain and around the world.

The University of Sheffield was commissioned by the Government to evaluate Restorative Justice in 2001.

The purpose of this paper is to identify and define the evidence for the efficacy of restorative practices in schools. The intent is to use this as an evidence base to inform the development of a RP model within the Positive Behaviour for Learning (PB4L) framework.