1 Marquette University, College of Education, P.O. Box 1881, Milwaukee, WI, 53201-1881, USA. Electronic address: gabriel.velez@marquette.edu.
2 Marquette University, College of Education, P.O. Box 1881, Milwaukee, WI, 53201-1881, USA.
3 Concordia University, Department of Education, Room FG-5.150, 1455 de Maisonneuve Street W, Montreal, Quebec, H3G 1M8, Canada.
4 University of Utah, 380 South 1530 East, Rm. 502, Salt Lake City, UT, 84112, USA.

Adolescence has historically been framed as a time of rebellion and protest, with traditional responses in school applying punitive frameworks. In this article, we review recent psychological work on the restorative practices movement in schools as an alternative to how to respond to young people. This changing framework has implications for their development processes and can reframe some forms of rebellion as productive. We first more fully define what restorative justice entails and theoretical developments in this area. We then move to outlining interventions, programs, and associated outcomes. Finally, we end with future directions and research opportunities for psychologists.