Restorative Approaches - Good Practice Guidance

What is a Restorative approach?

A Restorative approach in schools helps develop a healthier, learning environment, where children and young people take responsibility over their own behaviour and learning. The minds of those in a restorative school are focused on strengthening and repairing relationships, are inquisitive about what needs to happen and avoid attributing blame (Thorsborne & Blood, 2013). When embedded across the whole school, using restorative approaches can:

• Increase Attendance
• Reduce the number of Exclusions
• Raise children and young people's awareness of the impact of choices on others
• Alleviate problems such as bullying, classroom disruption, anti-social behaviour,
• Disputes between pupils, their families and members of staff

A Restorative Approach is based on:

• Respect for one another, acknowledging that each person has an opinion that is unique but still of value
• Taking responsibility for your own actions
• Develop the skills of the whole school community to solve problems and repair harm

What are Restorative Approaches

The 'unique selling point' of a restorative approach is that it offers schools an alternative way of thinking about addressing discipline and behavioural issues as well as offering a consistent framework for responding to these issues. The approach is much more than a 'behaviour management tool'. In isolation, used as such, it will not be very effective. The table below compares different ways of thinking and responding in authoritarian and restorative models of discipline.

Schools that work restoratively find that relationships are stronger and learning is more effective, and so there is less need to resort to sanctions and punishments to try to 'manage' behaviour. There is a shift from one model of discipline to the other, at a pace appropriate to the school.

What is a Restorative Approach to harm or conflict?

A restorative response to an incident of conflict involves asking the following questions:

• What happened?
• What were you thinking and feeling at the time?
• What do you think and how do you feel now?
• Who has been affected by this?
• What's needed to put things right?

To facilitate such a process requires the ability to

• Establish a successful rapport with people
• listen and respond calmly, empathically and without interruption or judgment;
• inspire a sense of safety and trust;
• encourage people to express their thoughts, feelings and needs appropriately;
• appreciate the impact of people's thoughts, feelings, beliefs and unmet needs on their behaviours;
• encourage those involved in the problem to find their own solutions.

The Learning Framework can be used in a wide range of contexts

• A one way conversation, with one person listening and asking questions and the other talking;
• A two-way conversation, with both people taking turns to ask and answer questions;
• A small meeting when one impartial person - a facilitator - poses questions to two people who have had a difficulty, or where harm has been done, and who wants to repair their relationship;
• A larger, facilitated meeting involving children, parents/carers, colleagues or others who have an important role to play (sometimes called a 'Restorative Conference');
• A facilitated circle involving part or all of a class, a staff team or a group of residents.

What is being Restored

This depends on the context and on the needs of those involved. What is being restored is often something between the people involved such as:

• Effective communication;
• Relationship, and even friendship;
• Empathy and understanding for the other's perspective;
• Respect;
• Understanding the impact of one's own behaviour on others;
• Reparation for material loss or damage.

However, something may also be restored within an individual - for example:

• A sense of security;
• Self-confidence;
• Self-respect;
• Dignity. Overall, the process often results in the restoration of someone's sense of belonging to a community (e.g. class, school, peer group or family).

Evidence Based Practice

https://restorativejustice.org.uk/restorative-practice-schools#:~:text=A%20restorative%20school%20is%20one,steps%20to%20put%20it%20right.

There is good evidence that restorative practice delivers a wide range of benefits for schools.

A report published by the Department for Education gave whole-school restorative approaches the highest rating of effectiveness at preventing bullying, with a survey of schools showing 97% rated restorative approaches as effective.

An independent evaluation of restorative justice in Bristol schools found that restorative justice improved school attendance and reduced exclusion rates.

In Barnet, an evaluation by the local authority found a reduction in exclusions of 51% in restorative justice trained schools compared to a 65% increase in exclusions in the thirty-two Barnet schools that have received no restorative justice training. They also found increased confidence among school staff to deal with bullying and conflicts in the school. Evidence Based Practice

What if Restorative Approaches does not work

If restorative approaches doesn't work, schools should consider other options which are available on the Prevent Exclusions guidance which have been developed to support schools. If all options have been exhausted, schools should seek guidance from The Local Authority by emailing exclusionsupport@Hillingdon.gov.uk.

Published by Hillingdon Council - November 2020