Students face innumerable stressors, in and outside of schools. Some schools are better able to support students to thrive, individually and collectively, in the midst of these stressors. Drawing on a qualitative case study of a restorative justice approach in a Canadian primary school, this article explores the role of restorative justice in facilitating student well-being. To interpret this research, I mobilize Antonovsky’s (Health, stress and coping. Jossey-Bass Publishers, San Francisco, 1979) “sense of coherence” concept: individuals are most likely to thrive when they perceive their lives as comprehensible, manageable and meaningful. Based on the data, I argue that the Canadian school’s restorative justice policies and practices helped students make sense of complexity within their school lives, building within them a strong sense of individual and collective coherence.

中文翻译：

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“在这里，就像您不必离开教室来解决问题”：学校中的恢复性司法如何有助于学生的个人和集体连贯感

在学校内外，学生面临无数压力。在这些压力源中，一些学校能够更好地支持学生个体和集体成长。本文以加拿大一所小学采用恢复性司法方法的定性案例研究为基础，探讨了恢复性司法在促进学生福祉方面的作用。为了解释这项研究，我动员了安东诺夫斯基（《健康，压力与应对》，Jossey-Bass Publishers，旧金山，1979年）的“连贯感”概念：当人们将自己的生活理解为可理解，可管理且有意义时，他们最有可能壮成长。根据这些数据，我认为加拿大学校的恢复性司法政策和做法有助于学生理解学校生活中的复杂性，