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Traditionally, the Western model of justice has been one that reflects a retributive paradigm. The structure of this model has been hierarchical and offender-focused, with the primary goal of punishing offenders for their actions and getting “an eye for an eye” (Drewery, 2004, p. 334). Offenses are deemed to be offenses against the state, and so it is the state that is responsible for sentencing and punishment, according to the law (Drewery, 2004). This retributive paradigm is most prudently observed within Western criminal justice systems, but is also reflected within Western educational systems. Within schools, the main feature of student-to-teacher relationships is based on control (Varnham, 2005). School principals, teachers, and administrators are to enforce and protect the rules in schools and wherever students engage in disruptive, anti-social behaviour by which relationships and school community are threatened. Schools react to deviant behaviour by imposing exclusionary sanctions such as detentions, suspensions, or expulsions that aim to control (Varnham, 2005). When I use “traditional school behaviour mechanisms”, I am referring to these. In fact, suspensions are widely used in schools with little evidence that they make schools safer and prevent misbehaviour (Gregory, Clawson, Davis, & Gerewitz, 2015). The American Academy of Pediatrics issued a statement describing the effectiveness of exclusionary sanctions as “increasingly questionable” (Gregory et al., 2015, p. 1). A further study discovered that with each additional suspension of a student, his or her odds of graduating high school decreased by 20% (Gregory et al., 2015, p. 2). Additionally, pre-emptive measures are introduced into schools to prevent such behavior, which creates a feeling of distrust within school communities and has proven to be ineffective at fostering long-term school safety (Varnham, 2005).

How Restorative Justice Practices Create Safer More Caring School Communities