Restorative Approaches in Schools

Welcome

Aims and Objectives• To know what Restorative Approaches are

and their origins• To be able to understand the difference

between restorative and retributive interventions

• To use restorative dialogue in day-to-day working

• To use different restorative approaches• How to implement in your school

Current understanding of Restorative Approaches/Restorative Justice

(RA/RJ)

Brief History of RJ

• Ancient times• Loss of the victim• New Zealand –FGC• UK via Australia• Introduced into UK Justice system• Expansion into other areas LAC/Education

Definitions

Why Restorative Justice?

• Restorative Justice is not an absolute answer for removing all ills, resolving all conflict or repairing all harm. It is not a naïve alternative to punitive sanctions or an idealistic response to offending. It is not an easy option for the offender

The benefits for schools• Builds further on the culture of respect and

discipline and cohesion within the school community.

• Increases staff confidence to deal with a wide variety of discipline issues:- bullying, low level disruption, classroom management

• Empowers students to take ownership of their behaviour to encourage self discipline and responsibility to other learners and staff in the school community

• (RJC December 2011)

For people in schools...

For pupils• RA encourages students to take responsibility for their

behaviour and relationships• RA teaches students how to manage conflict constructively• RA provides young people with valuable life skills

For Teachers• Teachers have more time and energy to devote to other

issues• Conflict resolution modules and training can be used as part

of the curriculum PSHE and Citizenship• Classroom management is made easier as children gain

improved listening skills

What people say...

• “It has helped to solve some very long-term intractable problems between pupils”

• “RJ has helped to shift some of the pastoral staff away from punitive measures”

• “I was initially a sceptic, but I have been won over by what I have seen”

• “RJ has been a significant part of our move out of special measures”

• Snr school staff YJB

Does it work?• In Barnet, exclusions reduced by 51% in RJ

schools compared with an in increase of 65% where RJ not practiced.

• In Bristol, Orchard School recorded 300 permanent exclusions per year. Since RJ introduced figure fallen, year on year, to just one.

• In Hull, evaluation concluded in 14 schools 73% fewer classroom exclusions, 81% fewer fixed term exclusions and 70% fewer verbal abuse towards staff and pupils.

• Source RJC Briefing Dec 2011

Behaviour in schools

• Good behaviour• Challenging behaviour – different levels• Current behaviour policy rewards/sanctions

Negative Behaviours• Verbal abuse• Physical abuse – threats or real• Damage to property• Theft of property• Bullying and intimidation• Group negative behaviour• Fighting• Breaking rules• Absconding

Dealing with BehavioursThe Restorative Approach

DecisionWhat I need to do to

make up for what I have done and what I need to do to stop getting into trouble

Sanction/Punishment Model

DecisionThis is what you are going to

do…..and what we are going to do to you

Being a victim/wronged

How can we help?Whole School Approach

• All evidence suggests RA works best with whole school approach PHSE, citizenship, circle time, playground buddies, peer mediation, peer mentoring. All staff included.

• Use of different approaches - policy• Language• Posters around school – four ‘R’s (Respect,

Responsibility, Repair, Reintegration)• Empowering victim

Implementation

Day 2

• Communication and Restorative Approaches

Mind your (restorative) language

• Attack the problem and not the pupil“You are a right pain”“What you just did is a right pain”

• Focus on the positive“You haven’t finished your work yet”“Good, you have made a start, now finish it quickly please”

• Use neutral language“You just won’t stop shouting”

“I have noticed that you are choosing to ignore the rule of not shouting out today.

If you carry on, there will be consequences”

• Affirm positive behaviour“How many times do I have to tell you

Sean, stop tapping that pencil”

“Most of you are ready to start work, I am just waiting for one or two of you to catch up. Thanks Sean, that is better.

Open Communication• Active listening• Power of language• Tone of voice• Awareness of communication styles• Building rapport• Body Language (70%)• Respect• Open questions

The Five Magic Questions

• What happened?• What were you thinking?• How were you feeling?• Who else has been affected by this?• What do you need, and what needs to

happen now, so that the harm can be repaired ?

Restorative Conversations

Other personYou

Planning Mediation

• Is it appropriate?• Facilitators needs• Offender/victim needs• Room layout• Follow up

When NOT appropriate

• It will make matters worse• When participants do not want to engage• When the person who caused harm does not

admit behaviour• The matter is serious, sexual or domestic• When planning and risk assessment is needed• If police may prosecute

Mediation

• 2 or more people• Neutral facilitator

Person 1 Person 2

Facilitator

Restorative Processes(things to remember)

• Assess to decide which approach to take• Involvement of person wronged is always

voluntary• Safety of person wronged – physical,

emotional, on-going is paramount• Involvement only if in wronged persons best

interests• Wronged person can end process at any point

Key things that are different

• Young person to clearly understand impact of their behaviour

• Young person involved in agreeing reparation / restoration

• Staff asked to discuss impact on themselves

How RA works in schools

• Develops a common language to manage conflict and enable positive communication

• Creates a way to see our behaviours• Allows us to recognise how our behaviours affect

others• Creates a responsibility to learn from conflict• Educates participants in producing positive outcomes

from challenging situations

DVD

The Ripple Effect

Further info/support

• www.youth-justice-board.gov.uk• www.restorativesolutions.org.uk• www.restorativejustice.org.uk/?p=resources&search=Schools• www.teachingexpertise.com/articles/restorative-justice-696• www.restorative justice4schools.co.uk