Abstract
This study looks at the effectiveness of restorative justice practices from the viewpoint of educators who work with BIPOC students in middle schools. The responses from 10 interviews were examined using qualitative content analysis. A combination of convenience and snowball sampling methods were used to select the participants. Three main themes emerged through data analysis: Fidelity in the implementation of School Based Restorative Justice, Inadequate Institutional Support, and Institutional Resistance. One theme that emerged across interviews with all 10 participants was the importance of a sound implementation process of Restorative Justice. Each participant had concerns about the lack of fidelity of the implementation process of RJ in their educational setting, including the lack of consistency and longevity of this process as well. Recommendations and implications for social work policy and practice are also discussed.