The Comparative Study of Restorative Practices in Schools: a Manifestation of Restorative Justice

Students from different cultures and families develop sociability at school to enter a bigger society. Thus, the occurrence of conflicts among them, which can result in committing crimes at times, is inevitable. In addition, physical and psychological changes special to the teenage years at high schools and middle schools can affect the occurrence of traumatic behaviors such as bullying, different kinds of violent behaviors against other students or even teachers, damage to property, assault and battery, drug taking and theft. Therefore, restorative justice trainings at schools through holding peace circles, like Circle, training courses for students and teachers for solving conflicts and peer mediation can play a great role in resolving disagreements peacefully and preventing deviations and delinquencies from becoming chronic. It should be noted that the writers, using oral data obtained through a series of problem-solving interviews with advisers, students, parents, and activists in this field, and observation in a qualitative manner and a sample of the research to which It will also highlight the status of Iranian school and countries like France. Also, to have an accurate perception of the mediation plans in some schools, the procedures in two elementary schools in Tehran, in which the “Zang-e Dayereh” (The Hour of the Circle) and “Solhban” (Peacekeeper) programs were run, were observed and the findings were described and analyzed using qualitative method.