Advocates of restorative approaches (RA) often testify as to the positive benefits associated with participants' well‐being. A major confounding issue is the ability to evaluate such claims due to the flexibility of practices and delivery, thus making firm conclusions regarding the impact of RA on well‐being particularly difficult. The current research evaluates the potential effects on well‐being, specifically, happiness and school engagement. Three different RA models are evaluated using standard psychometric measures to assess the impact on the measured outcomes. Results indicate RA is likely to influence outcomes measure only in very specific contexts.