Journal articles on the topic 'Restorative practice (RP)'
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1
Procter-Legg, Thomas. "A Discourse on Restorative Practice—Participants’ Views of a Divergent Ideology." Laws 11, no. 6 (November 28, 2022): 86. http://dx.doi.org/10.3390/laws11060086.
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This study is a discourse on restorative practice as a divergent epistemological ideology. It explores the field of restorative practice (RP) through thematic analysis of discursive captures from restorative practitioners and researchers within or associated with the Global Alliance for Restorative Justice and Social Justice. It includes elements of what could loosely be considered ethnographic research due to the time spent within restorative spaces, whilst analysing and processing the data. Methods include a restorative approach to research design, using online surveys as prerequisites to in-depth semi structured dialogic interviews. This led to reflexive thematic analysis, whereby three themes were constructed: the importance of congruence; evolution finding spaces for cultivation; and decentralising restorative practice through radical action. It is understood that this study takes a post positivist stance, designed to produce a discourse of participants’ views on RP as a divergent ideology. It is designed to highlight the perceptions of participants from a highly invested group and to promote a wider understanding of how RP interacts with dominant cultures. It would therefore be of interest to those implementing or growing restorative ideas within organisations.
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Lohmeyer, Ben Arnold. "Restorative Practices and Youth Work." YOUNG 25, no. 4 (June 6, 2016): 375–90. http://dx.doi.org/10.1177/1103308816640080.
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Restorative practices (RP) and youth work continue to emerge as more formalized fields of theory and practice. The interaction between these fields requires attention as RP gain popularity among services delivered to young people. Of particular importance, and currently receiving inadequate attention, is a tension regarding the conceptualization of power in the relationship between practitioners and young people. This article examines the conceptualization of power within youth work and restorative practices drawing on post-structural power–knowledge relations. A shared emphasis on empowerment and relationality within these fields obscures the problematization of the young person–worker dynamic. Of concern in particular is that restorative practices appear to operate within a power–knowledge discourse of control. This article will outline the frameworks’ potential as a source of both transformation and extension of a ‘carceral network’.
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Smith, Lance C., Bernice R. Garnett, Alyxandra Herbert, Nicholas Grudev, Jamilah Vogel, Whitney Keefner, Ally Barnett, and Taylor Baker. "The Hand of Professional School Counseling Meets the Glove of Restorative Practices." Professional School Counseling 21, no. 1 (January 2017): 2156759X1876189. http://dx.doi.org/10.1177/2156759x18761899.
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To introduce restorative practices (RP) to the school counseling literature, the authors explicate the hand in glove fit between the RP model for schools and school counselor identity and scope of practice. Drawing from the American School Counselor Association’s (ASCA) National Model, ASCA’s Ethical Standards for School Counselors, multitiered systems of support (MTSS), and the school counseling literature, the authors make the case for the profession of school counseling to take up RP and integrate the model into school counseling research, theory, and practice.
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Procter-Legg, Thomas. "Practitioner Perspectives on a Restorative Community: An Inductive Evaluative Study of Conceptual, Pedagogical, and Routine Practice." Laws 11, no. 1 (December 30, 2021): 4. http://dx.doi.org/10.3390/laws11010004.
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The purpose of this study is to explore restorative practice (RP) within education, highlighting practitioner views from an inductive evaluative perspective. This is in response to the suggested ambiguity over what constitutes RP in education. Practitioner perspectives are explored, providing an insight into an established restorative school. New data offer further clarity on RP in education by describing embedded practice and highlighting sites for further specific task analysis. Methods include semi-structured questionnaires in the form of employee practice statements, situated within insider research. Eleven practice statements were completed, which were then subject to in-depth thematic analysis. The main findings of this study suggest that RP is clearly understood in this educational setting and participants described a wholistic approach that is part of a wider culture, not just practice as an intervention. Analysis suggests that this can be categorised into the following three themes: Conceptual, Pedagogical and Routine Practice. When used alongside one another, it is suggested that these themes create a restorative paradigm, which is of relevance to the field of education. As such, this paper is designed to provide a useful resource for schools, policy makers and researchers alike.
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González, Thalia, and Rebecca Epstein. "Critical Race Feminism, Health, and Restorative Practices in Schools: Centering the Experiences of Black and Latina Girls." Michigan Journal of Gender & Law, no. 29.2 (2022): 409. http://dx.doi.org/10.36641/mjgl.29.2.critical.
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Restorative practices (RP) in K-12 schools in the United States have grown exponentially since the early 1990s. Developing against a backdrop of systemic racism, RP has become embedded in education practice and policy to counteract the harmful and persistent patterns of disparities in school discipline experienced by students of color. Within this legal, social, and political context, the empirical evidence that has been gathered on school-based restorative justice has framed and named RP as a behavioral intervention aimed at reducing discipline incidents—that is, an “alternative” to punitive and exclusionary practices. While this view of RP is central to dismantling discriminatory systems, we argue it reflects an unnecessarily limited understanding of its potential and has generated unintended consequences in the field of RP research. First, the reactive RP model of analysis focuses more exclusively on behavioral change, rather than systemic improvement, to address discipline disparities. Second, RP research has insufficiently examined the potential role of RP in achieving health justice. Third, RP research too rarely engages in intersectional analyses that critically examine gendered racism. This study is intended as a course correction. Building on the work of legal scholars, public health researchers, sociologists, restorative justice practitioners, and our own prior work, this original study is the first to examine non-disciplinary RP through a critical race feminist lens, and—just as importantly—a public health praxis. Our findings reveal that the interplay between RP and adolescent health, race, and gender can no longer be overlooked. Proactive non-disciplinary RP was found to promote supportive school environments that enhance five key protective health factors for Black and Latina girls. Additionally, results indicate that RP improved the mental health and wellbeing of Black and Latina girls, building fundamental resilience skills that can help overcome the complex array of social structures that serve to disempower and disenfranchise girls and harm their educational and health outcomes.
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White, Annie M., and John Kenneth Weiss. "Safe, supported, and empowered." Phi Delta Kappan 104, no. 4 (November 28, 2022): 18–22. http://dx.doi.org/10.1177/00317217221142976.
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Many effective strategies exist to keep students safe, supported, and engaged in school. Restorative practice (RP) is a powerful approach for achieving these goals as it elevates student voice and can strengthen school climate. Annie M. White and John Kenneth Weiss share findings from an initiative through which high school student-faculty teams learned strategies to use RP practices and incorporate student voice to improve school climate. After two years, students gained the confidence to work for school change. They offer implementation recommendations, including prioritizing relationship-building, reaching a critical mass, and providing structure for engagement. Ultimately, they found that student voice and engagement may be key to improving school climate.
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Kuper, Rob. "Effects of Flowering, Foliation, and Autumn Colors on Preference and Restorative Potential for Designed Digital Landscape Models." Environment and Behavior 52, no. 5 (November 12, 2018): 544–76. http://dx.doi.org/10.1177/0013916518811424.
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We investigated whether the vegetative state depicted in stimuli and the date of evaluation were related to restorative potential (RP) and preference ratings. Stimuli depicted flowering, foliated, or autumn-colored plants in scattershot, clustered, or formal arrangements that represented complexity values equal to zero, 2, or 4 bits of Shannon’s information entropy. Analyses included 77 and 105 respondents’ RP and preference ratings from September and January, respectively, along with 106 respondents’ fascination and complexity estimations from September. Evaluation dates did not relate to respondents’ RP and preference ratings. Respondents rated flowering and autumn-colored views significantly higher in RP and preference than foliated, 4-bit views higher than 2-bit, and 2-bit views higher than zero-bit. Flowering and autumn-colored foliage, view area, and plant region quantities indirectly affected RP ratings through preference. Important landscape design and practice implications follow: Flowering plants and red or yellow autumn-colored foliage may increase users’ preference and RP.
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Lodi, Ernesto, Lucrezia Perrella, Gian Luigi Lepri, Maria Luisa Scarpa, and Patrizia Patrizi. "Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review." International Journal of Environmental Research and Public Health 19, no. 1 (December 23, 2021): 96. http://dx.doi.org/10.3390/ijerph19010096.
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Background: In recent years, the use of restorative justice (RJ) and restorative practices (RP) in schools has grown rapidly. Understanding how theory and research address this topic is important for its practical implementation based on scientific knowledge. The aim of this article was to analyse the practices derived from RJ implemented in school and what kinds of results have been achieved. Starting from the analysis of the qualitative and quantitative research in the field, a systematic review was conducted on the last decade of studies using RJ and RP at every level of school education. Methods: For this review, methods including the PRISMA guidelines, the PRISMA flow diagram, and qualitative synthesis were carried out. Scientific articles for the literature review were selected according to the following criteria: (1) publication date between the years 2010–2021; (2) student population aged 6–18 years; (3) publications in the English language; (4) articles directly accessible or accessible by contacting the author(s); 34 articles met the inclusion criteria. Results: The most used RP in school are circles (n = 26), followed by restorative conferences (n = 17), peer mediation (n = 10), restorative conversations (n = 8), mediation (n = 7), community-building circles (n = 5). RP can improve the school climate, discipline, positive conflict management through actions that aim at preventing suspensions, exclusions, conflicts, and misbehaviours (e.g., bullying). RJ practices promote positive relationships between peers and between students and teachers, as well as to prosocial behaviours through the development of social and emotional skills. Conclusions: From the studies examined, a great interest in applying restorative justice and practices in schools clearly emerged. Discussions on the benefits and challenges of implementation were provided. However, there is still limited evidence in terms of direct correlation, which suggests further studies on the impact of RJ and RP in school settings.
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Garnett, Bernice, Mika Moore, Jon Kidde, Tracy A. Ballysingh, Colby T. Kervick, Lisa Bedinger, Lance C. Smith, and Henri Sparks. "Needs and readiness assessments for implementing school-wide restorative practices." Improving Schools 23, no. 1 (March 14, 2019): 21–32. http://dx.doi.org/10.1177/1365480219836529.
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Persistent disparities in exclusionary discipline procedures continue to portent negative educational outcomes for students from specific racial, income, and ability categories. Restorative practices (RP) has emerged as a promising approach to mitigate these disparities and improve school climate. This study describes the utility of field-initiated implementation readiness assessments that might guide school districts by targeting the needs of faculty and staff. This study is a part of a mixed-methods Community-Based Participatory Research (CBPR) project made possible by a university and school-district partnership. The results reveal potential challenges and opportunities related to RP implementation and hold implications for professional development trainings for school districts that aim to implement RP as a foundation to employ more just and effective disciplinary mechanisms.
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Hulvershorn, Kristina, and Shaila Mulholland. "Restorative practices and the integration of social emotional learning as a path to positive school climates." Journal of Research in Innovative Teaching & Learning 11, no. 1 (June 4, 2018): 110–23. http://dx.doi.org/10.1108/jrit-08-2017-0015.
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Purpose An understanding of the effects of zero tolerance policies in schools has resulted in rethinking of approaches to prevent conflict and creating a healthy school climate. Restorative practices (RP) have been looked to as an alternative to zero tolerance policies. At the same time, social emotional learning (SEL) programming has been implemented to provide students with the skills to communicate and build relationships with peers. The purpose of this paper is to provide a look at the historical context shaping the development of RP, and explore connections between RP and SEL. Considerations for implementation and conceptual models for implementing RP are also discussed. Design/methodology/approach Informed by education policy analysis methods, this essay places RP in their broader context, explores RP and considers such practices important to study due to the unintended effects stemming from “traditional” obedience-oriented punitive approaches to school discipline (American Psychological Association Zero Tolerance Task Force, 2008; O’Malley and Austin, 2014). Findings Based on the analysis of current research, the authors explain that when RP are implemented with SEL programming, it is an opportunity for educational practitioners to address issues around race, gender, disability, and other aspects of diversity. By integrating these approaches together, RP become a vehicle to develop students’ SEL skills, which includes communication skills, kindness, empathy, and caring. Research limitations/implications An understanding of how zero tolerance policies have played out in the school setting has resulted in rethinking of current approaches to preventing conflict. Subsequently, educational leaders and professional associations have led a shift toward alternative models and practices in school discipline. Practical implications District, state, and federal policymakers have pressed for more constructive alternatives that foster a productive and healthy instructional climate without depriving large numbers of students the opportunity to learn (Skiba and Losen, 2016, p. 4). These approaches include RP, as well as integrating SEL into school practices and the curriculum. Social implications Several challenges and opportunities lie ahead. Based on the firsthand work with schools and districts implementing restorative and SEL practices, as well as the knowledge and insights gained from this analysis of research, one important need to consider is the need to integrate school disciplinary practices, including RP, into the school context and existing structures. Originality/value By conducting this study of the research evidence on RP, the authors were able to gain insights into questions, including: How have school practitioners applied RP as an alternative to zero tolerance policies?
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KERVICK, COLBY T., MIKA MOORE, TRACY ARÁMBULA BALLYSINGH, BERNICE RAVECHE GARNETT, and LANCE C. SMITH. "The Emerging Promise of Restorative Practices to Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity." Harvard Educational Review 89, no. 4 (December 1, 2019): 588–610. http://dx.doi.org/10.17763/1943-5045-89.4.588.
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In this article, Kervick and colleagues posit that restorative practices (RP) implementation promises to mitigate educational inequities resulting from discipline disparities for youth with disabilities and youth of color. Recent efforts to reduce these disparities have emphasized more relational approaches to behavioral change. Kervick et al. argue that nonpunitive restorative approaches promise to mitigate discipline disparities for racialized youth and youth with disabilities within a schoolwide multitiered systems of support framework only if implemented with an emphasis on educational access and equity. They offer practical tools and strategies to support teachers with implementation of inclusive, accessible, and equitable Tier 1 restorative circles.
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Leszczyńska-Wichmanowska, Krystyna. "Senat RP jako efekt kompromisu „okrągłego stołu”." Polityka i Społeczeństwo 19, no. 4 (2021): 79–93. http://dx.doi.org/10.15584/polispol.2021.4.6.
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The objective of the present article is to systematize the knowledge about the political conditions that in 1989 were decisive for the restoration of the Senate with quite limited powers. The reasoning consists of an introduction, two main parts listed in chronological order, and a conclusion. The article presents the concepts of reactivation of the second chamber of parliament, which usually appeared in the years of Polish socio-political crises, and then goes on to present the political and constitutional effect of negotiations on the Senate at the "Polish round table". The main result of the research carried out is the fact that the 1989 Senate decision, part of the consensus enabling the "Polish round table" agreement to be reached, resulted in fully democratic elections to the Second House, in which the political opposition won 99 out of 100 senatorial seats. The success of "Solidarity" did not have any real impact on the practice of governance, because (apart from the election of the president) the Senate had no major influence on the then existing system of power. However, the unprecedented victory of the opposition in this election undoubtedly gave an impulse to take steps to establish the cabinet of Tadeusz Mazowiecki - the first non-communist prime minister, who initiated the political process of establishing democracy and a free market economy.
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Manpoong, Chowlani, and S. K. Tripathi. "Soil properties under different land use systems of Mizoram, North East India." Journal of Applied and Natural Science 11, no. 1 (February 20, 2019): 121–25. http://dx.doi.org/10.31018/jans.v11i1.1999.
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Changes in land use and improper soil management have led to severe land degradation around the globe through the modification in soil physicochemical and biological processes. This study aimed to assess the soil properties of different land use system types. Soil samples (0-15 cm depth) were collected from five land uses; Rubber Plantation (RP), Oil Palm Plantation (OPP), Bamboo Forest (BF), Fallow Land (FL) and Natural Forest (NF) and analyzed for bulk density, soil texture, soil pH, soil moisture, soil carbon, total nitrogen, ammonium, nitrate, soil microbial biomass carbon, soil respiration. Soil pH was lower than 4.9 in all the sites indicating that the surface soil was highly acidic. Soil organic carbon (SOC) and total nitrogen (TN) values ranged from 2.02% to 2.81% and 0.22% to 0.3% respectively. Soil organic carbon (SOC), total nitrogen (TN) and soil microbial biomass (SMBC) were highly affected by soil moisture. NH4+-N and NO3--N ranged from 5.6 mg kg-1 to 10.2 mg kg-1 and 1.15 mg kg-1 to 2.81 mg kg-1 respectively. NF soils showed the maximum soil microbial biomass carbon (SMBC) whereas the minimum was observed in BF with values ranging from 340 mg kg-1 to 345 mg kg-1. Basal respiration was highest in RP (375 mg CO2 m-2 hr-1) and lowest in BF (224 mg CO2 m-2 hr-1). The findings demonstrated significant effect (p<0.05) of land use change on soil nutrient status and organic matter. Findings also indicated that land use change deteriorated native soil physicochemical and biological properties, but that land restoration practices through longer fallow period (>10 years) likely are successful in promoting the recovery of some soil characteristics.
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Oxley, Laura, and Holden George W. "Three positive approaches to school discipline: Are they compatible with social justice principles?" Educational and Child Psychology 38, no. 2 (June 2021): 71–81. http://dx.doi.org/10.53841/bpsecp.2021.38.2.71.
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Aims:Maintaining order is a fundamental task for teachers in the classroom. Historically, some form of punishment has been the common response to undesirable behaviour. However, over the past two and a half decades, a different approach to classroom management, sometimes labelled ‘positive discipline’, is being increasingly adopted by schools. This approach focuses on positive reinforcement rather than punishment, proaction rather than reaction, and collaboration rather than top-down decision-making. As such, there is resonance with social justice principles.Method:Three prominent positive approaches to classroom behavioural management are identified: Restorative Practices (RP); Positive Behavioural Intervention and Support (PBIS); and Collaborative and Proactive Solutions (CPS). The three approaches are described, compared, and evaluated. The extent to which they reflect an orientation toward social justice is then considered.Findings:Inherent in all three models is a more theoretically-informed approach to behaviour management in schools. The models share a number of similarities, such as a collaborative problem-solving approach and reducing or eliminating traditional punishments. Several differences between the three approaches are also identified.Limitations:There are differing amounts of evidence for each approach and this is also gathered from different contexts. For example, PBIS is more widely used in the United States than in the United Kingdom. This makes it difficult to conduct a direct comparison between the three models.Conclusions:Although there are differences between the models, all three have evidence about their effectiveness and adopt an orientation to behaviour management that is considerably more socially just than the traditional, punishment-oriented approach.
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"Restorative practices in action: Tallaght West Childhood Development Initiatives’ Restorative Practices Programme." Journal of Mediation & Applied Conflict Analysis 1, no. 1 (January 6, 2014): 19–29. http://dx.doi.org/10.33232/jmaca.1.1.4672.
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This article describes CDI’s Restorative Practices (RP) programme in Tallaght West by discussing the origins, implementation and independent evaluation of the programme. A definition and explanation of RP based on existing literature and research is offered and the findings of the evaluation of CDI’s RP programme are presented along with testimonies from users of RP in Tallaght West. CDI was one of three Prevention and Early Intervention Programme sites and is now funded under the Government’s Area Based Childhood Programme which supports the delivery of a range of services to improve outcomes for children and young people in Tallaght. The article concludes with the key learning to date about the use and impact of RP in a community setting along with a discussion of possible areas for further research, or investigation.
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Dhaliwal, Tasminda K., Eupha Jeanne Daramola, Jacob D. Alonso, and Julie A. Marsh. "Educators’ Beliefs and Perceptions of Implementing Restorative Practices." Education and Urban Society, October 4, 2021, 001312452110484. http://dx.doi.org/10.1177/00131245211048439.
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Many urban school districts are adopting restorative practices (RP) as a means to reduce suspensions and resolve racial discipline gaps. In this study, we use a sensemaking framework to examine educators’ beliefs about discipline and their perceptions of RP and its implementation. We draw on survey responses ( N = 363) administered after educators attended RP trainings in a large, diverse county in California. Our results show the majority of respondents possess beliefs or an understanding of RP that are compatible with the goals of the approach. Survey respondents cite challenges to implementing RP that are at times consistent (e.g., lack of time) and at times at odds (e.g., relatively low emphasis on lack of leadership as a hindrance) with the current literature. As suggested by sensemaking theory, we find attitudes and beliefs are predictors of educators’ experiences implementing RP, including challenges to implementation and effects of the practices.
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Wemmers, Jo-Anne, Isabelle Parent, and Marika Lachance Quirion. "Restoring victims’ confidence: Victim-centred restorative practices." International Review of Victimology, October 19, 2022, 026975802211288. http://dx.doi.org/10.1177/02697580221128830.
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Victimization, and in particular sexual violence, undermines victims’ confidence and self-esteem. Victims often feel guilty and blame themselves for what happened. Fearing negative reactions, victims of sexual violence are often reluctant to report the crime to police. When victims do report to the police, the criminal justice process is often difficult and most sexual violence cases do not end in a conviction. Restorative practices (hereafter RP) have been presented both as a possible alternative and a complement to the criminal justice process, which could improve victims’ experiences. However, there is also considerable resistance to the use of RP in cases of gender-based violence. Using a victim-centred lens, in which it is seen as a reaction to victimization that aims to address the needs of the victim and allow them to advance in their healing process, we examine RP. Based on semi-structured interviews with 18 victims of sexual violence in Canada who participated in RP, we explore the healing potential for victims. We conclude that for victims of sexual violence, victim-centred RP should be viewed as a tool for victim support and not only as another tool in the criminal justice toolkit.
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Skrzypek, Candra, Erin W. Bascug, Annahita Ball, Wooksoo Kim, and Diane Elze. "In Their Own Words: Student Perceptions of Restorative Practices." Children & Schools, August 18, 2020. http://dx.doi.org/10.1093/cs/cdaa011.
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Abstract Restorative practices (RPs) are promising nonpunitive approaches to discipline in schools, yet researchers often overlook students’ perspectives. The current study used a mixed-methods approach to explore RP Circle experiences of urban, low-income, and predominantly Black middle school students with attention to the diversity of their experiences by grade level, race, and gender. Quantitative results indicated that younger students reported learning about their behavior by participating in RP Circles. In general, boys felt that Circles supported their nonviolent problem-solving skills more than girls did. Black girls were significantly less likely to endorse the effectiveness of RP Circles to help them solve problems without violence and help them learn about their behavior in comparison with girls of other racial or ethnic backgrounds. Qualitative findings highlighted the benefits of RP Circles in promoting communication, expressing thoughts and feelings, pers pective taking, and opportunity for learning. The study highlights the importance of approaching RP from an intersectional lens and integrating youths’ perspectives into programming.
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Weber, Constanze, Merle Rehder, and Leen Vereenooghe. "Student-Reported Classroom Climate Pre and Post Teacher Training in Restorative Practices." Frontiers in Education 6 (August 19, 2021). http://dx.doi.org/10.3389/feduc.2021.719357.
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Restorative practices (RP) offer a means to establish positive and caring relationships and could thus foster the mental and scholastic development of students by improving classroom climate. This could benefit both students with and without special educational needs and disabilities (SEND), yet to date no studies evaluated these practices in inclusive educational settings. Here we report the findings of two consecutive studies: a pilot single-group pre-post (Study 1) and a non-randomised controlled study of RP training vs no-intervention control condition (Study 2). Across both studies, 531 students (46.5% female) with a mean age of 11.43 years (SD = 1.27) enrolled in the study at pre-test, of which 13.9% had a confirmed diagnosis of SEND and a further 5.7% were considered by teachers to likely have SEND. School and classroom climate, as well as victimisation experiences, emotional well-being and social inclusion of students were assessed using self-report questionnaires. Easy enrolment of schools and students at pre-test indicated that studies investigating the effects of RP training could be feasible. However, in part due to COVID-19 related school closures, student attrition rates of 90 and 77% were observed, for Study 1 and Study 2 respectively. In spite of observed improvements in classroom climate for the intervention group in Study 2, statistical analyses yielded no significant effects of the intervention and there were no moderation effects of students’ perceived inclusion and victimisation experiences. Together, these studies provide the first quantitative student data on implementing RP in an inclusive educational setting. We discuss our findings in light of the need for ideas on how to reduce attrition and also consider longer school-wide and single-class implementations of RP.
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Nair, Deepthi Rajendran, and Biju Thomas. "Stem Cell Based Treatment Strategies for Degenerative Diseases of the Retina." Current Stem Cell Research & Therapy 16 (August 4, 2021). http://dx.doi.org/10.2174/1574888x16666210804112104.
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Background: The main cause of progressive vision impairment in retinal degenerative diseases is the dysfunction of photoreceptors and the underlying retinal pigment epithelial cells. The inadequate regenerative capacity of the neural retina and lack of established therapeutic options demand the development of clinical grade protocols to halt degenerative process in the eye or to replace the damaged cells by using stem cell derived products. Recently, stem cell-based regenerative therapies are at the forefront of clinical investigations for retinal dystrophies. Objective: This article will review different stem cell-based therapies currently employed for retinal degenerative diseases, recent clinical trials, and major challenges in the translation of these therapies from bench to bedside. Methodology: A systematic literature review was carried out to identify potentially relevant articles published in MEDLINE/PubMed, Embase, ClinicalTrials.gov, Drugs@FDA, European Medicines Agency, World Health Organization International Clinical Trials Registry Platform and CENTRAL Result: Transplantation of healthy cells to replace the damaged cells in the outer retina is a clinically relevant concept because the inner retina that communicates with the visual areas of the brain remains functional even after the photoreceptors are completely lost. Different methods have been established for the differentiation of pluripotent stem cells into different retinal cell types that can be used for therapies. Factors released from transplanted somatic stem cells showed trophic support and photoreceptor rescue during early stages of the disease. Several preclinical and phase I/II clinical studies using terminally differentiated photoreceptor/ retinal pigment epithelial cells derived from pluripotent stem cells have shown proof of concept for visual restoration in Age-related macular degeneration (AMD), Stargardt disease and Retinitis pigmentosa (RP). Conclusion: Cell replacement therapy has great potential for vision restoration. The results obtained from the initial clinical trials are encouraging and indicates its therapeutic benefits. The current status of the therapies suggests that there is a long way to go before these results can be applied to routine clinical practice. Input from the ongoing multicentre clinical trials will give a more refined idea for the future design of clinical- grade protocols to transplant GMP level HLA matched cells.