RESTORATIVE JUSTICE
Out with the old?
Tony
Given the chance to communicate at the same eastbourne to help them introduce a restorative practice Around 30 per cent of the teachers at the school
level, both the teacher and the pupil can begin to see initiative and to see what the successes and challenges have had the option of formal mediation as a means to
McAleavy
the other’s point of view. Once both parties can see the were. address conflict with individual students.
other’s point of view, the resolution of conflict rests the latest inspection report of Ratton School While one or two have resisted this approach, the
solely with them. was generally positive, but behaviour issues were overwhelming majority found it a positive experience.
from the CfBT
here the teacher could take the time to explain highlighted as an area for improvement, particularly the benefits this process offered the teaching staff was
why it is not appropriate for a pupil to be verbally because of its high exclusion rate. an appreciation of the student’s point of view and also
Education
abusive in class, ensuring that the pupil is aware of In the year prior to CfBt’s involvement, the school the chance to reflect on their previous assumption about
the consequences of their actions. there is evidence had invested in professional development on the use of the rightness of their view in the situation.
Trust discusses the use
that shows that incidences which are dealt with using positive language, but this was yet to be reflected in the Without imposing any set principles on staff, the
restorative approaches are much less likely to have a practice of the whole school. school is now finding that more teachers are open to the
repeat occurrence. Because this approach was something completely idea of mediation as they can see the benefits and the
of restorative justice in
Restorative practice is particularly suited to the new for the school, the practice was introduced with a evidence of its success.
education sector because of its emphasis on relationship small group rather than across the school so that it could the uptake has been voluntary and there is a
schools, and the impact it
building as well as learning and development as a grow naturally and any challenges could be addressed growing body of anecdotal evidence of improving
citizen. Restorative practice teaches pupils about taking along the way. relationships.
can have on behaviour and
responsibility for their own behaviour and considering the school’s aim throughout this project was to While whole-school uptake would have been
who they are impacting as a result of their actions. improve behaviour and relationships generally but with a difficult for this particular school, the hope is now that
the culture of a school
Restorative practice can also play a big role in the particular focus on conflicts between staff and pupils. to this approach can grow organically within the school
development of school culture as a whole. As well as address this, the main focus of the initiative in the early and filter into the overall culture of the school.
introducing conflict resolution techniques, the use of stages was on conflicts which resulted in students being From the experience of Ratton School and other
restorative language and an ethos based on restorative placed in the school’s internal exclusion provision. schools studied, there are a few common scenarios
n the last few years there has been an principles can create a new culture for the school More than 40 mediation sessions were facilitated which are important to ensure that the introduction of
I
increasing interest in the use of restorative – rather than a focus on zero-tolerance and punishment, by a group of staff and students who had completed restorative practice in schools is as effective as possible
justice principles in schools. pupils will begin to feel a sense of openness between specialist mediation training. Positive outcomes were and that it can have a real impact on improving pupil
Restorative justice has been around for both staff and pupils. reached in 41 out of 43 mediations recorded; more behaviour.
centuries but tends to be associated with For schools that are already built on this ethos, importantly, in all instances where a positive outcome • the establishment of restorative practice is most
conflict resolution in politics and criminal restorative practice will feel quite natural and be fairly was reached there has currently been no repeat conflict effective when it is integrated within whole-school
justice, not with behaviour in schools. easy to implement. Schools with a stronger focus on between the parties involved. development.
however, we are starting to see an increasing zero-tolerance, particularly in terms of exclusions, In structural and cultural terms, the initiative has • Senior leadership support and involvement is
body of evidence that suggests that this approach can will find it more of a challenge to change the mindset strengthened the school’s commitment to a range of fundamentally important; the headteacher should
actually be very effective in improving behaviour and of the school body immediately but by a measured peer support, not only through mediation but also participate in whole-school training, at least one
developing the overall culture of a school. introduction it can have a very positive impact on all mentoring and buddying. the project lead has also member of the senior leadership team should
So what exactly is restorative practice? Restorative schools. identified an improved emotional literacy among staff, undertake specialist mediation training, and senior
practice works on the idea that when there is a conflict earlier this year, CfBt education trust consultant especially those who have been involved in mediated leadership members should have an active
there are two parties involved and that the relationship Paul howard worked with Ratton Secondary School in resolution of conflict with students. involvement in the delivery of restorative practice.
between them is harmed; to resolve this conflict it is the • the success of restorative practice is affected
harm and the relationship that needs to be addressed. significantly by the contextual conditions for its
Based in the environment of a secondary school, this
would mean that if a pupil was being verbally abusive
to a teacher, the relationship between pupil and teacher
would have been damaged.
taking a traditional punitive approach the teacher
would then punish the pupil with, for example, a ‘
development.
Restorative practice is particularly suited to
• Joint staff/student training groups bring additional
benefit.
the education sector because of its emphasis
• neutrality is essential, but can be difficult to
sustain.
detention. this punishment reinforces the boundaries
on relationship building as well as learning and
Restorative practice is a distinct contrast to traditional
approaches dealing with behaviour in schools, yet with
between the teacher and pupil, further distancing the a growing body of evidence to suggest that it is much
two parties. It is likely that the pupil will continue to
development as a citizen. Restorative practice
more effective than punitive, zero-tolerance approaches
clash with the teacher because of the punishment and maybe it is time for schools to start looking at this as a
the teacher will also be aware that there is an issue and
teaches pupils about taking responsibility for
serious option. SecEd
may feel unable to best engage with that pupil in their
role as educator.
A restorative approach to this situation would
their own behaviour and considering who they
• Tony McAleavy is education director at the CfBT
Education Trust.
encourage ownership of the behaviour and get the
pupil to take responsibility for their actions, ensuring are impacting as a result of their actions
Further information
that they understand what they have done wrong.
’
the full report is available at www.cfbt.com/research
12 SecEd • January 14 2010
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