Our History
The history of the IIRP is a unique one. Not just in curriculum, research, and continuing education, but in our relationships with students, faculty, staff, and trustees. The IIRP and the study of restorative practices does not originate from theory leading to practice, but the very opposite. And we strive to both teach and live out those practices.
Ted and Susan Watchel conceived the idea for the IIRP Graduate School based on their own experiences. As educators, they had become weary with the education system’s treatment and lack of services for students who were labeled as “troubled” and “disruptive.” In 1977, they established Community Service Foundation (CSF) as an alternative school and day treatment program for teens in Sellersville, Pennsylvania, and set out to fill a gap for those who did not fit within the confines of traditional public education. Buxmont Academy grew out of the rapidly expanding CSF program options that now support several programs, including drug & alcohol, alternative education, and foster care for young people across eastern Pennsylvania.
After years of experience, practice, and collaboration, the methodologies and frameworks established at CSF and Buxmont had become distinctly different from restorative justice, focusing on proactive approaches more than responsive ones. In 1995, Real Justice was established as an adult-focused training program that formalized these practices and built upon the fundamental hypothesis that “Human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them.” It was determined that these proactive restorative practices merited their own field of study.
To that end, in 2000, the IIRP Graduate School was incorporated, and the process of establishing our freestanding single-subject graduate school began. Decorated Australian criminologist Dr. John Braithwaite testified on our behalf to help secure the Pennsylvania Department of Education (PDE) approvals to confer two degrees: a Master of Restorative Practices in Youth Counseling (MRPYC) and a Master of Restorative Practices in Education (MRPE). Our graduate school received accreditation by the Middle States Commission on Higher Education in June 2011. In 2012, PDE granted the IIRP permission to award a Master of Science in Restorative Practices degree. This degree offered more flexibility and accessibility through online and hybrid learning options that allowed students to tailor the program to their needs.
From 2008 to 2026, the IIRP has trained over 110,000 individuals in restorative practices and saw over 700 students earn a graduate certificate or master’s degree. Our students, alumni, and learners have a desire and commitment to learning the most effective relational methodologies so that they can create positive change in their schools, communities, and organizations. Evidence of that change was reported in a 2018 RAND research study, Restorative Practices Help Reduce Student Suspensions. This third-party randomized control study offered empirical evidence of the IIRP’s training impact on schools in the Pittsburgh Public School District. The findings showed that suspensions decreased, attendance rates increased, and teachers observed improved school climate and student conduct management, exemplifying how restorative practices implemented with efficacy can make a positive impact.
Along with being built from practice, our intentionally international focus also sets us apart. In 1998, we held our first World Conference in Minneapolis, Minnesota, convening professionals and practitioners to further the collective understanding of the practices, ethos, and applicability of restorative practices from diverse perspectives and settings. Influential practitioners from around the world, including Australia, Hungary, Ireland, Brazil, the United Kingdom, and Canada, to name a few, continue to play significant roles in shaping the field. These relationships, partnerships, and friendships helped restorative practices to be recognized as a globally valuable area of study.
In modeling restorative practices, we aim to create an equitable workplace, which manifests in a number of ways. Our faculty pool has been international since our founding. We intentionally do not offer tenure but celebrate and honor the contributions of all faculty and staff. Our shared governance model welcomes the voices and perspectives of faculty and leadership, as evidenced by the installation of the Committee of the Whole (COW). All key institutional decisions are discussed here, and all staff and faculty are welcome to engage in the conversation. This deliberative body advises the President and allows for cross-functional input to achieve institutional objectives.
Today, our graduate school continues to evolve. Research opportunities and partnerships are expanding, and our faculty continues to explore the applications and implementation of restorative practices. What remains unchanged for our institution is our commitment to remain rooted in the practices that better the lives of those who study, work, volunteer, and help communities thrive.