The long-term impact of a whole school approach of restorative practice: the views of secondary school teachers

Abstract

Restorative practice (RP) is a behaviour management method that aims to help students develop conflict resolution and aggression management skills. This study aimed to explore the views of teaching professionals about the adoption of RP, as a whole school approach, over a five year period. Five staff (two females, three males) aged between 30 and 56, who worked within the school pastoral care team participated in individual interviews. A thematic analysis of the data identified four themes: the core of RP, restorative communication, learning opportunity, and the impact in practice. Participants’ views about the core components of RP were consistent with those in the literature, with empathic, non-punitive communication being highlighted as essential. RP was seen as offering an important learning opportunity that shaped positive social relationships for both students and teachers, as well as being of benefit to behaviour and academic attainment.