This article describes the context of this thematic issue on restorative practices in schools. In 2016, KU Leuven performed an explorative research named “Field Glasses”. The research dealt with similarities and differences between restorative justice in the penal context on the one hand, and the domains of community building, adult education and schools on the other hand (Deboeck e.a., 2017). Literature has been studied and actors of both practice and policy-making have been interviewed. This article describes some of the main findings with regard to restorative practices and schools.

Restorative justice has evolved from an unknown concept towards a model that is considered world-wide when it comes to changes in the penal and youth justice sector. The restorative model expands towards handling conflicts in other areas, such as neighbourhoods, business, welfare issues, family matters and behavioural problems in schools. This article deals with the latter. Restorative practices are based upon an open and respectful dialogue, which presupposes certain attitudes and capacities. The article looks into possible risks, but especially the chances restorative practices in schools can offer for socially vulnerable youth.