This paper aims to detect the motivations, structures, and conditions that both promote
and hinder commitment and buy-in regarding the implementation of restorative practices
in schools. In addition, the components that contribute to the long-term sustainability
of the restorative idea in school settings are also identified. The article summarizes
the ideas and experiences of the trainers at the International Institute for Restorative
Practices who were interviewed within the framework of a research programme. These
trainers were responsible for providing professional development for middle and high
schools in many states of the United States. As the author concludes, without thorough
assessment of implementation readiness, professional development may fail and the
restorative idea does not take root in schools.
