From Local Classrooms to Global Impact: Exploring the Intersection Between Restorative Justice and Global Citizenship

Restorative justice (RJ) is increasingly being implemented in schools across the U.S. and internationally. School-based RJ practices have demonstrated short-term benefits, including school climate improvements and reduced discipline disparities. However, their potential to impact students beyond the classroom remains untapped. This potential aligns with the broader concept of global citizenship (GC), which encompasses an individual’s rights and responsibilities to act locally, nationally, and globally. In an increasingly interconnected world, there is a pressing need to foster a sense of social responsibility, global humility, and active engagement, all key elements of RJ and GC. The classroom plays a central role in translating these skills, values, and behaviors from local school communities to global contexts. This paper aligns Zehr’s pillars of RJ with Morais and Ogden’s GC conceptual model through three key intersections: (1) Harm, Healing & Humility, (2) Voice, Action & Engagement, and (3) Responsibility, Justice & Empathy. Implications are discussed. Impact Statement This paper explores the intersection of restorative justice and global citizenship, demonstrating that the benefits of restorative practices extend beyond the classroom. The integration of restorative justice and global citizenship can empower students to contribute meaningfully to both their local communities and the broader global society. We offer actionable insights for policymakers, researchers, and educators to not only strengthen school communities, but also prepare students to navigate complex challenges within an increasingly interconnected world.