We have previously spoken about restorative practice on this blog, see What is restorative practice? and Why should restorative practice be used in schools? This blog post will explore some of the evidence base for restorative approaches (RA) in UK schools.
Thinking Shift: From Behaviour Management to Behaviour Development
Traditionally, school behaviour policies have centred around behaviour control and reward and sanction systems exist to keep disruption at bay. However, relational approaches and a more holistic view of behaviour is starting to take shape in some educational settings, focusing on developing behaviour to live rather than managing behaviour to learn (Cremin and Bevington, 2017). Restorative practice (RP) invites schools to teach students how to manage conflict, express emotions, and take responsibility- skills that reach far beyond the classroom walls.
Costs and Benefits
Studies like Bevington (2015), McCluskey et al. (2008), and Skinns et al. (2009) paint a rich picture of the real-world impact of restorative approaches in schools. While it’s true that implementing restorative practice takes time and commitment (staff training, shifts in mindset, and ongoing dialogue), the benefits are hard to ignore:
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It’s cost-effective. Although initial training and potential ongoing training and supervision can be costly, once embedded, restorative practice doesn’t rely on expensive interventions. The approach itself is free—it’s about how we relate to each other, not what we buy in.
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Fewer behaviour incidents. Schools report fewer disruptions, lower rates of exclusion, and a drop in bullying and violence.
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More time to teach. With less time spent on managing ongoing conflict or dealing with fallouts, teachers have more time to focus on actual teaching and learning.
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Improved relationships. Restorative practice builds empathy and encourages positive interactions between students, teachers, and wider school staff.
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A stronger school community. Students feel more connected to their school, safer within it, and more engaged in their learning. The overall climate for learning improves.
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Support for SEMH needs. By creating space for emotional literacy and conflict resolution, restorative practice supports students’ social, emotional, and mental health development.
However, alongside the benefits, the costs include a huge commitment from all staff and students, and a lot of time needed to embed this approach.
Teacher Views
Alvis (2015) explored teacher’s perceptions of RA in schools. The strengths identified were:
- It teaches empathy, and the expression and communication of feelings
- Proactive, fairer process that is student-centred and takes the whole person into account
- Makes school a safer place for all
- Students learn lifelong skills
- Addresses conflict resolution
- A structure and framework for all stakeholders
However, teachers also acknowledged some limitations to RA:
- Time
- Staff knowledge, understanding and experience of using RP
- Reluctance from some adults
- Requires a ‘mindset shift’
If you are interested in incorporating restorative practice into your education setting, we have an online training available here. It is written and delivered by Dr Eleanor Tomlinson, an Educational Psychologist. The course covers RP, restorative conversations, restorative circles and more.
References
Alvis, M. (2015). Teachers’ perceptions about using restorative practice based programs in schools.
Bevington, T. J. (2015). Appreciative evaluation of restorative approaches in schools.
Cremin, H. & Bevington, T. (2017). Positive Peace in Schools: Tackling Conflict and Creating a Culture of Peace in the Classroom
McCluskey, G. (2008). Can Restorative Practices in Schools Make a Difference?
Skinns, L. (2009) An Evaluation of Bristol RAIS.
Tomlinson, E. Restorative Practice – The School Psychology Service (training4schools.com)
