Restorative practices in South Korean schools: opportunities and institutional barriers in a punitive educational context

This study examines the emergence, benefits, and challenges of restorative practices (RP) in South Korean schools, which are situated within a predominantly punitive educational framework. Drawing on a mixed-method research design, the study combines a review of Korean professional literature with qualitative interviews conducted with teachers, practitioners, and scholars specializing in school violence and restorative education (n = 24), as well as a nationwide survey of restorative practitioners (n = 182). The findings provide an empirical assessment of how RP are experienced in school settings. Respondents report improvements in school climate, interpersonal relationships, and the prevention of school violence, as well as the development of students’ social-emotional competencies and a stronger sense of classroom community. At the same time, the evaluation identifies several structural and institutional barriers, some specific to Korea, that limit the consistent implementation and legitimacy of RP. The results suggest that restorative practices have considerable potential for strengthening relational and pastoral approaches to student wellbeing and conflict management. However, their long-term sustainability depends on stronger policy alignment, professional training, and institutional support within the Korean education system.