Punishment, as a method of discipline imposed by today’s educational system, stems from a judicial way of thinking and does not put an end to delinquent behavior, nor does it even reduce it.

The system’s aversion towards offenders and the feelings of dissatisfaction from those punished do not contribute to changing the lifestyle of delinquents. Revenge does not stop violence and delinquency; rather, it is forgiveness and the ability of offenders to confess, express remorse, and make amends that bring about change.

In fact, what seems to be missing from modern approaches to addressing school bullying is an initial focus on the needs of the perpetrator and an emphasis on the internal psychological states they experience.

While we treat them as "delinquents," "offenders," and "perpetrators" who must be disciplined and punished, we fail to see them as students going through their own personal struggles, having their own needs, and primarily the need to belong somewhere and to be noticed by someone.

The international questioning of the effectiveness of practices used as means of discipline in the education sector has created the need to find alternative solutions that will improve the classroom environment and foster collaboration among students in the school community.

This is precisely the opportunity offered by the two programs of "restorative justice" and "practicing forgiveness." They propose alternative forms of treating offenders and creating a school climate based on empathy and forgiveness rather than punishment and revenge.