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This paper aims to detect the motivations, structures, and conditions that both promote and hinder commitment and buy-in regarding the implementation of restorative practices in schools. In addition, the components that contribute to the long-term sustainability of the restorative idea in school settings are also identified. The article summarizes the ideas and experiences of the trainers at the International Institute for Restorative Practices who were interviewed within the framework of a research programme. These trainers were responsible for providing professional development for middle and high schools in many states of the United States. As the author concludes, without thorough assessment of implementation readiness, professional development may fail and the restorative idea does not take root in schools.

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