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Discipline in schools
28/08/2007
An approach which encourages pupils to face up to the consequences of bad behaviour is helping to improve discipline in Scottish classrooms, according to an evaluation report on restorative practices.
Pilots were held in three parts of Scotland - Highland, North Lanarkshire and Fife - and the approach was found to have the potential to make a real difference in promoting positive behaviour and dealing with serious indiscipline.
The research concluded that restorative practices were 'a powerful and effective approach to promoting harmonious relationships in school and to the successful resolution of conflict and harm'.
At Patna Primary in East Ayrshire, which now uses restorative practices, Schools and Skills Minister Maureen Watt said:
"Making the most of their education is vital for all pupils, to give them the best possible start in life.
"That's why the right learning and teaching environment is crucial, making sure pupils are able to learn and teachers are able to teach.
"We're committed to promoting positive behaviour in our classrooms and creating a peaceful environment is key. Approaches like restorative practices can help to prevent and tackle problem behaviour and improve relationships within the school community.
"Where schools are open to change - and when combined with effective leadership, commitment, enthusiasm and as part of staff development - we can achieve significant improvements.
"While there will never be one solution to discipline problems in our schools, this research clearly shows that restorative practices can have a key role to play, benefiting both staff and pupils. I hope this research will encourage more schools and councils to consider adopting this approach."
Patna Primary headteacher Marion McLean said:
"Since introducing the restorative practices approach in October last year the response from the pupils has been very positive and enthusiastic. I have seen pupils grow in confidence and become more able to express their feelings and emotions.
"Pupils who have experienced this approach are now more likely to be able to resolve relationship and friendship problems and this in turn makes them happier. The children are also learning that their actions affect others and how things can be improved if they face up to their actions and make amends.
"Pupils readily ask for restorative meetings when they are having difficulties and will sometimes hold a meeting themselves and ask a fellow pupil to mediate. When I consulted pupils recently they asked for a special room they could use for meetings and training in how to run meetings. I feel very encouraged by how the approach has gone so far and am keen to develop things further along with my staff and pupils."
Ten-year-old Justin, a Patna Primary pupil, said:
"If bullies get punished they will come back out and be even angrier but restorative meetings help because it makes bullies realise how they make you feel and face up to what they have done. Punishment doesn't help anything."
Pete, also aged 10, added:
"Punishment is the easiest way out."