Introduction
Many people might think that youngsters who bully others should be disciplined for their actions. However, resorting to punishment rather than reflecting on behavior can be inefficient, harmful, and engender animosity. It would be wise to use the restorative practice (RP) method in this situation. This unique philosophical approach seeks to replace punitive, administrative structures of education with ones that focus on establishing and maintaining relationships (Brown, 2021). Several school systems worldwide have adopted the project to create safer school environments.
The practice involved meetings with individuals who have been impacted by their activities and who explain the effects of their actions. These meetings have been used for RP. These gatherings can facilitate the victim’s ability to forget, move beyond, and mend relations with the abuser (Shapland, 2016). Additionally, the approach is predicated on the notion that while seeking to bring someone to justice, considerations such as dignity, healing, and community strengthening should be taken into account (Sword, 2020). The action emphasizes that People also need to understand their share of the blame in an event, how it affected others, and how to make amends.
Theories and Policies in Education
Restorative Practice
The ideas of RP, which have been systematically applied since the 1970s to address the demands and limitations of the educational system resulting from its punitive, retributive approach, have evolved into restorative practices in education. At the time, the concept of school punishment aimed to involve offenders in understanding the consequences of their actions (April et al., 2023). This raises optimism that we will be able to restore and mend the situation for the benefit of everyone involved (Lodi et al., 2022).
Social-Ecological Model
The RP movement has established a theoretical framework that supports its implementation in education, enabling society to comprehend justice in schools. The social-ecological (SE) model is one such paradigm that highlights the importance of understanding the various factors that affect student behavior and well-being. The SE model emphasizes that human development occurs within interacting, layered social systems and results from complex interactions between students and their social surroundings, beginning with the immediate school context. Effective SE programming employs a systems-change perspective that considers both individual and group functioning, aligning with this paradigm (Trach, 2018; McMahon et al., 2020). The majority of evidence-based SE programs include several elements designed to produce beneficial changes at the individual, peer, classroom, and institutional levels.
Less fulfilling social interactions at school are more common among learners who exhibit aggressive, rebellious, disruptive, or hyperactive behavior and are linked to lower academic achievement, school dropout, and delinquency (Forsberg, 2022). Thus, SE is relevant since it is essential to their performance at school. For instance, it enhances the development of each student’s unique talents and the interactions between teachers and students (Trach, 2018). The elements that influence relational and prosocial behavior in the community can be viewed through this paradigm (Gann et al., 2019). Combining restorative practices initiatives can offer a framework for effective, long-lasting individual and group efforts by fostering cooperation across all levels.
Attachment Theory
Attachment theory, which emphasizes the importance of stable relationships in supporting student well-being and positive conduct, is used to further clarify the role of relationships in restorative practice. According to Carr and Batlle (2015), attachment is a school philosophy that describes how a person forms ties with others at school. The foundation of attachment is the idea that cultural memory is ingrained in a learner’s character. This cultural memory comes alive, fostering a spiritual connection. Understanding attachment patterns and their relationship to behavior can help practitioners identify the fundamental needs that may be motivating harmful conduct in restorative justice (Zoschg, 2019). Practitioners can help people feel safer and connected by addressing those needs through restorative therapies.
Additionally, attachment-related trauma may be addressed, and broken relationships can be repaired using restorative practices. For the victim, a trauma-informed restorative justice process would involve creating a safe and supportive environment for them to share their experiences, feelings, and needs (Goldman, 2023). Further, people can voice their opinions and feelings, express regret, make apologies, and ask for forgiveness through restorative treatments such as victim-offender mediation and family group conferencing (Lane, 2022). In schools, restorative practice can help mend attachment-related wounds and foster healing by encouraging empathy, understanding, and reconciliation.
Self-Determination Theory
According to self-determination theory (SDT), psychological needs that are actively thwarted will prompt a defensive coping response to the resulting frustration. By addressing students’ basic psychological needs, SDT research in education can help teachers modify their behavior and perspective to administer more equitable disciplinary consequences. Building independence, skills, and connections in the classroom may be advantageous for students from diverse backgrounds if they are aware of the theory and its application in educational contexts (Peter, 2022). There is a chance that inconsistencies will decrease if teachers manage their classrooms and promote students’ growth via the SDT lens. For learners who are members of racial and cultural minorities, it improves academic achievement and discipline.
Understanding RP in the context of schools also reveals several rules and regulations. For instance, encouraging a supportive, valued, and respectful school climate for both students and staff. It fosters goodwill among students, faculty, and the broader school community, thereby enhancing academic achievement, attendance, and overall well-being.
According to Klevan’s (2021) research, in a restorative school setting, teachers and students frequently share a vocabulary that enables community members to communicate their feelings positively and constructively. One of these techniques is the use of emotive statements, which center on the speaker’s views and emotions rather than the listener’s behaviors or characteristics. Additionally, it promotes accountability and responsibility, as RP requires individuals to take responsibility for their mistakes and offer apologies for any harm they may have caused (Kirkwood, 2022). It offers a methodical way to resolve disputes and mend fences, helping prevent future incidents and reducing the need for punitive measures.
Restorative Circles, Meetings, and Mediation
In addition, restorative circles, meetings, and mediation are examples of various frameworks that can be used to implement restorative practices. According to van Woerkom (2018), a restorative circle involves teachers and students gathering in a circle to discuss issues, foster relationships, and deepen understanding. To learn more about the incident in question and determine its impact on the parties involved, conference facilitators first contact the affected parties and those responsible for the harm (Restorative Conferencing, 2023). Through mediation, a qualified mediator works with students to help them resolve disputes and foster positive relationships.
Application of Restorative Practice in School
RPs strive to undo the harm brought on by disputes and may thus be a better option than “traditional” retributive measures. Conflict-reduction strategies have been adopted more often in educational settings in recent years (Potter, 2019). Restorative practice may serve as a useful foundation for establishing a constructive, encouraging learning environment that fosters positive connections and effective communication in special education placements. In particular, profound and multiple learning disabilities (PMLD) and peer-assisted learning are two contexts where restorative practice can be especially useful.
PMLD
PMLD can be utilized in various ways in restorative practice. For instance, fostering an environment of understanding and respect for one another can contribute to a healthy school climate where youngsters feel valued and respected and can form strong bonds with their peers and instructors (Lodi et al., 2021). Additionally, it helps students and instructors cope with and resolve these problems in a good and productive manner (Lodi et al., 2021).
Students can learn to collaborate and communicate effectively in a secure, supportive environment. Additionally, RP in PMLD can foster a sense of belonging to the school community. Students can develop a sense of belonging and feel more part of the school community by being encouraged to collaborate and foster constructive relationships.
Peer-Assisted Learning
On the other hand, Peer-Assisted Learning (PAL) is a teaching strategy where pupils collaborate in pairs or small groups to learn from one another. RP may be applied in this way to improve communication abilities (Weber & Vereenooghe, 2020). Students can learn excellent communication techniques through RP, which are crucial for PAL. Students can collaborate more successfully and achieve better learning outcomes by developing their ability to listen attentively and speak effectively.
Additionally, it can foster the trust necessary for peer-assisted learning between students. The same is true for RP’s capacity to support accountability in peer-assisted learning. Students can create a feeling of ownership and dedication to their studies by being encouraged to take control of their learning.
Recommendations
Several suggestions can be inferred from the concepts and methods of restorative practice. For instance, investing in developing relationships is beneficial. Restorative practice describes a way of being and an underlying ethos that helps us create and sustain good relationships. Building strong connections is the cornerstone of RP; thus, it offers a solid framework within which we can advance a whole-school ethos grounded in the value of relationships (Elias, 2016). Investing time in cultivating fruitful connections with co-workers, students, and other stakeholders.
This encompasses a range of methods for resolving disputes and managing tense situations that foster reconciliation and mitigate harm (Finnis, 2021). For instance, empathetic behavior and respect for other viewpoints and life experiences are ideal. On the other hand, encouraging open communication for RP is beneficial, as it highlights the importance of good communication skills. Essentially, enabling instructors and students to express their opinions and feelings in a secure, welcoming setting promotes open communication.
In a similar vein, it is crucial to promote responsibility in RP in a school setting. Urging people to accept responsibility for their actions and offer apologies when harm has been caused to promote accountability (Sopcak & Hood, 2022). It is painful to truly accept responsibility for the harm you have caused others. However, it is a procedure that presents an opportunity for personal development, which may reduce the likelihood that the detrimental conduct will be repeated (Balanced and Restorative, 2023). Without a strong support network and the assurance that the community will accept one, it can be challenging to accept full responsibility for hurting others.
As a result, accountability and support need to work together. Thus, motivating pupils and teachers to take responsibility for their behaviors and assisting them in understanding how their behavior affects others (Burnett & Thorsborne, 2023). Additionally, fostering a sense of community may be a key component in enhancing RP in schools.
Building a sense of belonging within a team or organization is important, according to RP. Students need to be encouraged to collaborate, work in teams, and support one another to foster a sense of community. In schools, circles can be used to improve speaking and listening abilities, exchange knowledge, warm up for exams, or address problems that impact the entire class (Reimer, 2019). This entails fostering a welcoming workplace where everyone is treated with respect and safety.
Making recommendations for student empowerment may be a crucial task in a school context. By giving people a voice and encouraging them to actively participate in their own learning and growth, restorative practices aim to empower people. To measure empowerment, staff entered merits and demerits into a computer system that tracked and shared them with the administration, students, and families.
We applaud students who perform within the predicted performance range (Martin, 2015). Giving them the chance to reflect on themselves, set objectives, and assess their needs and strengths. Since RP is a continuous process, it will be essential to continually review and assess. For instance, instructors might take some time to review their procedures and assess their effectiveness.
A Portfolio of Evidence for Restorative Practice
Generally, it would be useful to incorporate a range of perspectives from other individuals, as well as critical self-reflection from the study, when building a portfolio of evidence for RP. These observations and thoughts can help pinpoint areas for development and progress, as well as provide insights into how RP is used in practical situations. For example, they can be documented through observations, and self-reflections can provide valuable insights and supplement other content.
Observations and Reflections
Observations made in a learning environment, such as a PMLD setting, can be documented. One can take thorough notes on what happened while participating in such events and observe RP in a practical setting. Seeing how RP concepts were used, what worked well, and what might be made better. These notes can serve as proof of personal involvement in restorative practices.
Furthermore, reflect on the observations once recording is complete. This is important to give the lessons some thought. It is also a good idea to consider how the observations relate to RP fundamentals and what lessons can be learned from the experience. For instance, when reflecting, one should be truthful and critical, pointing out areas for growth and improvement.
Self-reflection from the assessment, especially after finishing the RP assessment of PAL. This is to be included in the self-reflection section of the portfolio of evidence. This reflection may offer insights into one’s understanding of RP and its impact on their practice. Equally, reflections and observations used to supplement the primary content include remarks and thoughts in the portfolio of evidence’s primary text. Additionally, utilize them to support claims and demonstrate your understanding of RP.
72 Hours Placement Evidence
It is crucial to demonstrate that you have completed 72 hours of verifiable placement learning experiences in restorative practice, taking into account various factors that can serve as crucial evidence. In particular, logging the number of hours spent engaging in placement-based learning is recommended. Keeping track of the dates, hours, and tasks accomplished during each placement in a log or notebook. This will make it easier to confirm the number of hours spent on an RP session.
It is also crucial to ask the placement supervisor to confirm the hours. The supervisor should be able to verify the occasions, hours, and tasks carried out during your placement. This confirmation may be sent through email or letter. Additionally, a portfolio should contain proof of 72 hours of confirmed placement learning experiences. This might be a log or diary, supervisor approval, or any other pertinent records or artifacts.
Furthermore, it is essential to reflect on your placement learning experiences and how they have affected your understanding and use of restorative practice. Taking into account how experiences have aided in the development of RP-related skills and knowledge. Similarly, by including placement learning experiences in the main text of the portfolio of evidence, these experiences support the main text. Consequently, they are used to support claims and provide proof of actual RP experience.
Comparison of PMLD and PAL
Both methods offer unique opportunities to study and apply the concepts of restorative practice. There are various possible points of comparison and contrast. For instance, although PAL may include working with learners in a standard school context, PMLD, on the other hand, requires dealing with children who have special educational needs.
The most successful RP methods might vary depending on the environment. Conversely, focus can also provide light on other issues, such as proportionality. While PAL may place greater emphasis on group dynamics and creating a supportive learning environment, PMLD may focus more on specialized, customized treatments to address each student’s specific needs (Gawish, 2022). As such, it is a much individualized effort to provide adequate help for youngsters with significant learning challenges.
Another context for comparison may be found in the scope of operations. While PMLD may provide a more organized and defined approach to implementing Restorative Practice, PAL may offer a more intensive and immersive experience with the practice. In contrast, the two placement options require different skill sets. PMLD may require greater general abilities in communication, conflict resolution, and relationship building (Karas, 2015). However, a PAL may require more specialist skills and knowledge relevant to working with children with special educational needs.
To summarize the context of the two placements in terms of the most ideal in RJ practices. The particular circumstances and requirements of the parties involved determine which RP is most appropriate. Notably, it is beneficial to consider the advantages and disadvantages of each practice, as well as the circumstances in which it might be applied. For those interested in working with children with special educational needs, PMLD may be a better fit. At the same time, PAL might be more suitable for those interested in working in a standard school context.
However, this study’s setting would make PAL appropriate in RP. This is due to the considerable communication difficulties that persons with profound intellectual and multiple disabilities of all ages face. Additionally, they show limited pre- or proto-symbolic comprehension of speech and communication (Chadwick et al., 2018). As a result, applying RP in a classroom context may prove fruitless.
Conclusion
Restorative practice, as hypothesized in this paper, has evolved in schools since the mid-1990s from a response to serious acts of harm and a focus on reducing and preventing discrimination to an even more comprehensive strategy that takes into account the need for behavioral change rather than a control-and-command approach to behavior management. Empathy, knowing how one’s behavior affects others, being able to handle arguments amicably, viewpoint-taking, and truthfulness are a few key talents that develop the more positive aspects of human nature. This set of competencies reflects exactly what restorative practitioners believe restorative processes may accomplish with steadfast, consistent policy and practice.
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