The National Center on Restorative Justice’s Restorative Justice Laws Database was created as a resource for restorative justice advocates, practitioners, and researchers as well as policy-makers across the United States. Our aim is to organize and display in an easily navigated format the ways in which states have codified the use of restorative justice approaches.
Thank you to Shannon Sliva (University of Denver) and Thalia González (UC Law San Francisco) for their advisement and expertise throughout the process of creating this database. Thank you to Karen Sheu and Anna VanRoy for their data collection work.
This Restorative Justice Laws Database builds on an earlier legislative directory created in 2014 by Shannon Sliva in partnership with Carolyn Lambert (Georgia State University College of Law) and hosted by the University of Denver Graduate School of Social Work from 2019 to 2024.
The laws included in this database were identified by conducting a search in Westlaw and LexisNexis using the terms visible under “Form of Practice” in the database search options below. Only laws that feature one or more of these terms are included in the database. Use of the terms in the text of the law does not necessarily mean that restorative justice practice is occurring in the given jurisdiction.
The NCORJ is committed to continuing to update this database. If you see something that is missing or a correction is required, please be in touch. For more information about the development of the database, to get assistance navigating it, or to request a copy of the raw data for research purposes, please contact Lindsey Pointer (lpointer@vermontlaw.edu).
a) Subject to the availability of amounts appropriated for this specific purpose, the office of the superintendent of public instruction must establish and implement a grant program to fund training for school resource officers as described in RCW 28A.320.124. Eligible…
A governing body shall develop restorative practices in accordance with the provisions of NRS 388.133 for both victims and perpetrators of discrimination based on race.
Mediators and restorative justice facilitators of approved centers shall have completed at least thirty hours of basic mediation training, including conflict resolution techniques, neutrality, agreement writing, and ethics. An initial apprenticeship with an experienced mediator shall be required for at…
(a) Each district and school policy implemented under this section must, at a minimum: (1) designate a staff member as the primary contact person in the school building to receive reports of prohibited conduct under clause (3), ensure the policy…
Subdivision 1. Definition. As used in this section, “restorative practices” means a practice within a program or policy that incorporates core restorative principles, including but not limited to voluntariness, prioritization of agreement by the people closest to the harm on…
(c) Eligible interventions for which a community school may receive funding include academic services, parental involvement programs, physical and behavioral health services, and community involvement programs. […] (3) Physical and mental health services include: […] (ii) Juvenile justice system involvement…
(iii) Other school quality indicators may include: […] 5. Data on discipline and restorative practices;
(3) “Restorative practices” means practices conducted in a whole-school ethos or culture that supports peacemaking and solves conflict by building a community and addressing harm in a school setting and that: (i) Are conducted by trained staff; (ii) Focus on…
(4) A professional development program developed under the Program shall provide training and education in one or more of the following: […] (iii) Effective management of student behavior, including training in the use of restorative practices and trauma-informed approaches to…
(d) All licensed and distinguished principals shall: (1) Be trained in and demonstrate capability with racial awareness and cultural competence, including: (i) Teaching students and managing teaching faculty from different racial, ethnic, and socioeconomic backgrounds; and (ii) Implementing restorative practices;