Similar to the last chapter, in this one I provide a foundation for understanding the field of peace education and its current state. Peace education is rooted in peace studies and closely connected to peacebuilding, though it may also be used in diverse contexts. For the purposes of this book, we focus on positive peace, or fostering the conditions that promote equity, justice, and harmony. A particular branch of peace education focuses on engaging young people in becoming aware of broader systems driving violence and then taking action to address these inequities. After summarizing this area of critical peace education, I then turn to debates in the field, which include how to define it, whether to center the individual (e.g., providing them with tools to promote peace) or broader systems, and the lack of empirical evidence. Still, I argue it is valuable to discuss and consider peace education both because of the widespread need to address violence at multiple levels, as well as the fact that it is employed in many settings across the world.

I begin the first section of the book by introducing restorative justice, providing background about its development, and summarizing current conversations in the field. My aim is to begin our journey with an orientation to how restorative justice in schools has developed, the debates about best practices and questions about its implementation, and gaps in the research on its potential. Over the last two decades, the use of restorative justice has grown considerably in schools, partially in response to increasing awareness that punitive systems have negative consequences for students and school communities. Its implementation, however, has been varied and highly contextual. As I summarize current question in the field, I therefore highlight that even as much research has explored its potential to impact certain in-school measures – attendance, school climate, behavioral concerns – there is still considerable conversation around best practices and how it is linked to important developmental outcomes.