Maine - Maine School Safety Center
3. Services to schools. The center is responsible for providing the following services to schools in the State: […] H. Restorative justice assistance and assistance regarding alternatives to traditional discipline
Restorative Justice Laws Database
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).
114 results found
Maine - Use of Seclusion and Physical Restraint
4. Technical assistance. The department shall, using existing resources, provide technical assistance to covered entities by developing, implementing and providing technical assistance to support evidence-based programs that reduce the likelihood of physical restraint or seclusion, and support students in reducing…
Maine - Dangerous Behavior Prevention and Intervention
2. Report of incident of dangerous behavior. Upon receipt of a report made by a teacher or school staff person of an incident of dangerous behavior, a school administrative unit shall review the reported incident and develop an individualized response…
Maryland - Program of Education Accountability
(iii) Other school quality indicators may include: […] 5. Data on discipline and restorative practices;
Maryland - Prohibiting Suspension and Expulsion of Prekindergarten, Kindergarten, First Grade, or Second Grade Students
(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…
Maryland - Services Supplied by Community Schools, Funding
(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…
Maryland - Teacher Collaborative Grant Program
(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…
Maryland - Administrator Track
(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;
Maryland - Definitions
(e) “Wraparound services” means: […] (5) Additional social workers, mentors, counselors, psychologists, and restorative practice coaches;
Indiana - Culturally Responsive School Climate
The guidelines developed under section 3 of this chapter must incorporate methods that assist individuals in developing competency in employing approaches to create positive classroom and school climates that are culturally responsive, which may include: (1) classroom management strategies; (2)…