1)
It is ESSENTIAL that schools are familiar with
Restorative Justice - the processes, the skills
and the philosophy that underpins it.
Many young people in school commit offences or
are victims of an offence. They and their
teachers may well find themselves involved in a
Restorative Conference or Victim/Offender
mediation in some capacity. They need to
understand the rationale behind this approach
and what it is trying to achieve.
2)
It is ESSENTIAL that schools recognise the role
they have to play in the restorative process and
what happens afterwards.
Even if not directly involved in the Restorative
Conference, all members of the school community
can play a role in the reintegration and
rehabilitation of the offenders - and can
support the victims too, if these are members of
the school community.
Failure to understand the philosophy behind a
restorative approach could lead to damaging
remarks and condemnatory attitudes that could
undermine the positive effects of a conference
or mediation.
3)
It is ESSENTIAL to reduce the numbers of young
people being excluded from school. Restorative
Conferences, Family Group Conferences and
subsequent measures based on Restorative
Principles all play a part in this.
New research suggests that permanent exclusion
from school can trigger a train of events that
can lead to offending behaviour. If behaviour
that presently leads to exclusion can be dealt
with restoratively this may mean young people
can stay in their school community and all
concerned benefit from the process.
Cf statistics OHP
4)
It is ESSENTIAL to explore alternatives to
exclusion and to managing behaviour along
Restorative lines.
Teachers need skills and support to relate to
disaffected young people in a different way -
Restorative Justice may have the philosophy and
principles that could lead to greater mutual
respect and communication.
Very few Teacher Training courses prepare
teachers for relating effectively to students,
for dealing with conflict and challenging
behaviour and for understanding emotional and
behavioural difficulties.
5)
It is ESSENTIAL to explore alternatives to
punishment. Punishment doesn't work for many of
those who are punished regularly and can be
counter-productive for the occasional minor
misdemeanour - so why are sanctions often used
in schools?
Restorative Justice challenges the notion that
punishment is effective in changing behaviour.
This must have fundamental implications for the
way teachers and parents address inappropriate
behaviour with all young people. If Restorative
Justice were used in a school for serious
offences then it would be inconsistent to use a
more punitive approach for less serious
misbehaviour. Justice is about being fair and
consistent.
Cf Howard Zehr's model OHP
6)
It is ESSENTIAL that young people learn to be
accountable for their actions and to take
responsibility for the choices they make if they
are to be active and responsible citizens.
Restorative Justice is about encouraging
offenders to be accountable for their actions
and to take responsibility for repairing the
harm caused. Schools and parents have a role to
play in bringing up young people to approach
relationships in this way from a young age and
to consider the needs of others as well as their
own.
7)
It is ESSENTIAL that schools recognise the
importance of good relationships in creating a
climate for effective teaching and learning and
for the development and maintenance of a safe
respectful community.
If we want young people to be accountable for
their actions and to want to repair damage to
relationships in the event of a conflict then we
need to develop relationships in the first
place. There needs to be something there to
repair! Relationship skills and emotional
education are part of Citizenship education.
8)
Restorative Justice in action is, ESSENTIALLY,
Active Citizenship.
I use the words Relational Justice to describe
the important baseline for a community to build
on. A school needs to be developing a strong
positive ethos amongst all its members, adults
and students alike. It needs to provide training
in, and opportunities for, community building,
active listening, creative conflict management,
emotional education and developing empathy,
understanding and tolerance towards diversity.
From this base grow Restorative practices such
as Restorative Conferencing and Mediation in the
event of conflict and inappropriate behaviour.
All of these aspects are part of active
citizenship and participatory democracy in a
school community.
The example of all the adults in a school is
vital -senior management, teachers, learning
support assistants, administrative staff,
governors, parents, lunchtime staff etc - and
they to need use these processes for their own
team building and conflict management. This is
what I mean by a Whole School Approach.
