這些恢復性實踐的工作，以重建教師和學生之間的信任，以及確定不良行為的原因。恢復性實踐的關鍵是所有參與者都努力找到并解決問題的根本原因，而不僅僅是立即采取行動。一個例子就是學生在課堂上罵人。在表面上，一個紀律嚴明的人會傾向于讓咒罵的學生停職。但是通過恢復治療，可能是家庭成員去世的根本原因被發現了，學生接受了責任并道歉，最后在治療機構幫助他們更多地擺脫悲傷。很多時候，學生并不知道老師和學生行為的原因。恢復性實踐允許在教師和學生之間進行對話，以解決行為和共同的下一步。這些對話將重點放在行為和如何改變上，而不是學生認為行為或后果是主觀的。根據這本書，恢復性實踐符合社會正義，“一個社區和維系一個社區的必要關系必須存在，它們才能被恢復。如果將恢復性正義視為一種策略或程序，而不是一種概念框架或你觀察世界的鏡頭，那么它就只不過是一種可有可無的行為。基礎設施、系統、操作和教學實踐都必須設計成構建社區，然后在出現問題時恢復社區。還必須有一種信念，一種家園，你作為這個社區的利益相關者可以發揮作用，在這個社區的運作中有發言權，如果buyin要占據一席之地的話。沒有購買，就沒有投資，沒有投資就沒有社區，沒有社區就沒有重建。”(安東尼·h·N。&安東尼婭。l . (Eds) pg。156)。與恢復性實踐最大的斗爭之一是購買和承諾從教師和工作人員。因為恢復性實踐是非常規的，所以信任過程是很重要的。通常，如果老師認為一個行為沒有什么具體的后果，而是一段可能會或不會導致后果的談話，他們就會感到不滿。
<标题> These restorative practices work to rebuild trust between teacher and student as well as work to determine the cause of misbehavior. The key to restorative practices is that all participants work to find and solve the root cause of the issue, not just the immediate action that occurred. An example of this is when a student curses in class. At the surface level, a disciplinarian would be inclined to suspend the student for cursing. But through restorative practices, the root cause which could be a family member passing could be discovered, the student accepts responsibility and apologizes and ends up in a treatment facility to help them more past the grief. Often times, students are unaware of the cause of a behavior both from a teacher and student. Restorative practices allow for there to be a dialogue between teacher and student to address the behavior and mutual next steps. These conversations keep the focus on the behavior and how to change rather than a student believing that the behavior or consequence was given subjectively. According to the book, Restorative Practice Meets Social Justice, “A community and the relationships necessary to sustain a community must exist before they can be restored. Restorative justice becomes nothing more than “edubabble” if it is seen as a strategy or program rather than a conceptual framework or a lens which you view your world. The infrastructure, systems, operations, and instructional practices must all be designed to build a community and then restore it when something goes wrong. There must also exist a belief, a home that you as a stakeholder in this community can make a difference and have a say in the workings of this community if buyin is to take a place. Without buy in, there is no investment, without investment there is no community, and without community there is nothing to restore.” (Anthony, H. N., & Antonia, I. L. (Eds.), pg. 156). One of the biggest struggles with restorative practices is the buy in and commitment from the teachers and staff. Because restorative practices are nonconventional, it is important to trust the process. Often, teachers get disgruntled if they believe that there isn’t a specific consequence to a behavior and instead a conversation that may or may not lead to a consequence.