Restorative practice and young people with special educational needs and disabilities: a scoping study

Journal article

Restorative practice in schools has been seen to aid inclusive networks and the holistic development of young people; however, this scoping study of peer reviewed articles published between 2000 and 2023, demonstrates a space for further research in this area that includes young people with special educational needs and disabilities. Results foreground empirical gaps, whilst highlighting the uniformity on big data and adult perspectives over the inclusion of young people. The lack of voices of young people is significant, especially when considering the centrality of interpersonal relationships within restorative practice. Although individual and cohort outcomes are evidenced, less is known about the impact of restorative practice on ableism, an issue requiring urgent attention. This study underscores the imperative for future research that addresses these issues, while placing a crucial emphasis on the authentic inclusion of young people and a nuanced analysis of individual experiences.

Authors: Procter-Legg, T

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Taylor and Francis Group
• Journal: Disability & Society
• Volume: 40
• Issue: 12
• Pages: 3463-3486
• Publication date: 2025-04-08
• Acceptance date: 2025-03-19
• DOI: 10.1080/09687599.2025.2489363
• EISSN: 1360-0508
• ISSN: 0968-7599
• Language: English
• Keywords: restorative practice; education; disability; social justice; restorative justice