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7. Conclusions
Such developments as RP take time and this has been recognised by the Scottish Executive who have extended the period of the pilot projects. Nevertheless, the evaluation shows evidence of substantial change in the schools studied in the period of the evaluation; in half of the schools there was strong evidence of improved relationships within the school community. Clearly, as indicated earlier, this progress has to be seen in the context of the whole range of initiatives, practices and developments in these schools during the evaluation period. Indeed one feature of the successful schools is their willingness to reflect on practice and engage with change.
When introduced in schools with at least a number of receptive staff and when the initiative was supported by commitment, enthusiasm, leadership and significant staff development, there was a clear positive impact on relationships in school. This was identifiable through the views and actions of staff and pupils, as well as evident in measurable reduction in playground incidents, discipline referrals, exclusion and use of external behaviour support.
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