Abstract

Identity-related harm is widespread among youth: one nationally representative study found that approximately 1.3 million youth aged 12 to 17 experienced peer harm based on race, national origin, religion, sexual orientation, or gender identity. Schools and policymakers have largely responded through exclusionary discipline and criminalization, framing such harm as bullying or, increasingly, as a hate crime. Yet mounting evidence suggests these punitive approaches do little to deter harm and may deepen existing racial disparities in discipline. Restorative justice (RJ) has emerged as a promising alternative, emphasizing accountability, repair, and community healing over punishment. Little research has documented how RJ practitioners with expertise in bias-related harm navigate the identity dimensions of this work. This study addresses that gap through interviews with 25 RJ practitioners selected for their experience and expertise in utilizing RJ to address identity-related harm among youth. Findings will document how practitioners conceptualize identity-related harm, balance individual accountability with attention to structural and systemic conditions, and understand effectiveness. Results will inform scholarship on restorative justice and offer practical guidance for schools, RJ training organizations, and policymakers seeking non-punitive alternatives to bias-related harm among youth, including LGBTQ+ youth and youth of color, disproportionately affected by both identity-related harm and punitive responses to it.

Field

Social Welfare/Luskin School of Public Affairs