Restorative justice, in the context of classrooms and schools, has largely been implemented as a reaction to racially disproportionate school discipline policies, practices, and outcomes. In this chapter, we reframe restorative justice as a future-oriented and future-making practice pursued through the priority and lens of reimagining, as opposed to reacting. We begin with definitions and perspectives of restorative justice through a review of research and practice literature that has grounded the field. Next, we explore restorative justice possibilities in and beyond education, to examine what it means to pay fidelity to the work of restorative justice in teaching and learning. Finally, we explore the relationship between restorative justice, futures thinking, and transformative possibilities for creating consequential learning communities across the lifespan. Our chapter repositions restorative justice in schools as an act of futuring by and for civically engaged collectives of students, their families, educators and school leaders, and members of the community. And we raise a new question as an invitation for collective consideration and scholarship: What if restorative justice worldbuilding goals and pursuits were used to create more consequential learning and relationships across the lifespan?