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The dialogue clarifies what restorative justice practices mean, how to frame affective questions, and how to shift from embarrassment or suspension toward accountability, reflection, dialogue, and mediated conversations. It highlights guidelines, training, and institutional buy-in, explains potential benefits like reduced repeat offenses, and warns about risks of superficial implementation without cultural change, policy support, and skilled facilitation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/canada-panel-restorative-justice-for-academic-integrity-facilitated-by-naomi-paisley/238719/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/canada-panel-restorative-justice-for-academic-integrity-facilitated-by-naomi-paisley/238719.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-11",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the panel mean by restorative justice in the context of academic integrity?","Question",{"text":112,"@type":113},"It emphasizes restorative practices that focus on compassionate, student-centered responses to cheating, including reflection on actions, understanding impact on others, and making amends.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should students be encouraged to respond without embarrassment or only punishment?",{"text":117,"@type":113},"Students acknowledge wrongdoing through dialogues, written reflections, or mediated conversations, prioritizing communication between the harmed and the harmer to repair relationships.",{"name":119,"@type":110,"acceptedAnswer":120},"What conditions are necessary for restorative justice practices to work effectively in institutions?",{"text":121,"@type":113},"They require clear guidelines, training and skilled facilitators, and institutional buy-in, along with policy support and cultural change so alternatives to punitive discipline are trustworthy and properly implemented.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},238719,1789139206,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":81,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Canada Panel – Restora/ve Jus/ce and Academic Integrity – Facilitated by Naomi Paisley  \nDiscussion started on does restora.ve jus.ce actually work?  \nWhat do we mean by [restora.ve](restora.ve) jus.ce – realized what we really want is restora.ve prac.ces How do we approach the situa.on, what are the types of ques.ons we ask. We need to focus on aff[ec.ve](ec.ve) ques.ons.  \n[Restora.ve](Restora.ve) prac.ces offer a compassionate, student-centered approach to addressing chea.ng that aligns with educa.onal goals of personal and moral development.  \nThey must be implemented thoughGully, with clear guidelines, training, and support  \nShould be used as part of a broader academic integrity strategy that includes preven.on, educa.on, and, when needed, appropriate sanc.ons.  \n[Restora.ve](Restora.ve) approaches engage students in reflec.ng on their ac.ons, understanding the impact on others (including peers, instructors, and the ins.tu.on), and considering how to make amends.  \nWe don’t necessarily want to embarrass the student by calling them out in front of the rest of the class.  \nInstead of avoiding responsibility or simply serving a suspension, students must acknowledge their wrongdoing, oNen through dialogues, wriOen reflec.ons, or mediated conversa.ons.  \n[Restora.ve](Restora.ve) processes priori.ze communica.on between the harmed and the harmer, helping repair damaged rela.onships.  \nResearch in both K-12 and post-secondary contexts has shown that restora.ve jus.ce can reduce repeat offenses, as students are more likely to internalize values of honesty and integrity through reflec.on rather than fear of punishment.  \n[Restora.ve](Restora.ve) prac.ces can help uncover underlying issues that may have led [to chea.ng](to chea.ng) (e.g., stress, misunderstanding of expecta.ons, lack of support), and [provide opportuni.es](provide opportuni.es) for targeted interven.ons such as academic skills support, .me management coaching, or mental health resources.  \nSome educators and [students may view restora.ve](students may view restora.ve) approaches as “soN” on [chea.ng. Without visible](chea.ng. Without visible)[ ](chea.ng. Without visible)consequences, it can appear that academic integrity is not being taken seriously, [poten.ally](poten.ally) undermining trust in ins.tu.onal policies.  \n[Restora.ve](Restora.ve) prac.ces [require .me](require .me), skilled facilitators, and buy-in from all [par.es. In](par.es. In) large ins.tu.ons orin cases with mul.ple stakeholders, [implemen.ng](implemen.ng) a meaningful process can be challenging and resource-heavy.  \n[Implemen.ng](Implemen.ng) [restora.ve](restora.ve) prac.ces effec.vely requires a cultural change within an ins.tu.on. Faculty need training, policies must support alterna.ves to [puni.ve](puni.ve) discipline, and students must trust the process. Without these, the [restora.ve](restora.ve) approach risks being superficial or misused.","cbCaipzB7upLCr1I","https://ap.wps.com/l/cbCaipzB7upLCr1I","pdf",40285,"English","# Discussion: Restorative Justice and Academic Integrity\n## Defining restorative justice practices and the questions to ask\n## Implementation needs: guidelines, training, support, and buy-in\n## Benefits and evidence: reduced repeat offenses and uncovering root causes\n## Challenges and risks: trust, resources, and cultural change","[{\"question\":\"What does the panel mean by restorative justice in the context of academic integrity?\",\"answer\":\"It emphasizes restorative practices that focus on compassionate, student-centered responses to cheating, including reflection on actions, understanding impact on others, and making amends.\"},{\"question\":\"How should students be encouraged to respond without embarrassment or only punishment?\",\"answer\":\"Students acknowledge wrongdoing through dialogues, written reflections, or mediated conversations, prioritizing communication between the harmed and the harmer to repair relationships.\"},{\"question\":\"What conditions are necessary for restorative justice practices to work effectively in institutions?\",\"answer\":\"They require clear guidelines, training and skilled facilitators, and institutional buy-in, along with policy support and cultural change so alternatives to punitive discipline are trustworthy and properly implemented.\"}]","Canada Panel - Restorative Justice for Academic Integrity - Facilitated by Naomi Paisley | PDF"]