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5 THE IMPLEMENTATION OF RESTORATIVE PRACTICES IN SCHOOLS

Introduction

As LAs encouraged schools to develop their own approaches to RP, it was expected that there would be different understandings of the underpinning ideas, and how these might best be adapted to meet local needs and priorities. Although key school staff shared a commitment to, and enthusiasm for RP, there were differences in the ways in which they understood what RP had to offer. It was clear that these different understandings changed and developed over time, as approaches were tried and reflected upon as new training was undertaken, as staff moved on and as new staff came in to post.

The following chapter describes the various Restorative Practices found in schools during the two year period of the evaluation. It draws on the very substantial body of qualitative data gathered, giving a detailed and rich account of RPs, as they developed in the schools.

Recognising that the context and starting point for each school relates at least in part to their existing priorities, we begin with an account of the initiatives, approaches and strategies already in use in schools under the 'umbrella' of Better Behaviour, Better Learning. This is followed by a detailed account of the findings, highlighting both the strengths and challenges. Reference is made throughout to interviews, observations and to the staff and pupil surveys. Where possible the views of parents were sought and are also included. Finally, the achievements of schools are examined in detail.

5.1 Links with other initiatives and approaches in schools

Many schools already offered a range of supportive practices including some of the following, that were either compatible with, or became part of their restorative initiative:

• Classroom management initiatives
• Buddy/teacher support schemes
• Circle time
• Mediation/peer mediation
• Playground friendship projects
• Solution focused interventions
• Counselling skills work/circles
• Social skills programmes
• Anger/conflict management
• Staged intervention/staff support schemes
• Emotional literacy/empathy development
• Person centred planning
• Pupil participation and involvement

Not all of these were to be found in every school. There was, for example, a considerable variation in the degree and character of student support between schools and between LAs. Sometimes the introduction of RP raised questions for staff about existing practices and there was keen debate in more than one school about the compatibility of RP and Discipline is for Learning. However some key practices, such as peer support, were commonly seen as linking closely with Restorative Practices.

5.2 The continuum of Restorative Practices in schools

Practices seen in the pilot schools ranged on a continuum from whole school approaches to those used in more challenging situations or with individual students. They included:

• Restorative ethos building
• Curriculum focus on relationship building/conflict prevention
• Restorative language and scripts
• Restorative enquiry
• Restorative conversations
• Mediation, shuttle mediation and peer mediation
• Circles - checking in and problem-solving circles
• Restorative meetings, informal conferences, classroom conferences and mini-conferences
• Formal conferences

It quickly became clear to the evaluation team that, in practice, the boundaries between, and definitions of, different aspects of RP were somewhat blurred and, as we noted earlier, terms are used interchangeably. It seemed useful to try and clarify some of the terms/practices as they are used most commonly in the literature and in educational practice, although as will be seen in the following discussion they are used differently by different participants on the project who have taken ideas from training, from the literature and have made the practices, however labelled their own (for a fuller discussion of definitions of different Restorative processes and skills please see Appendix 4).

In Table 2 below we list the range of different Restorative Practices that schools introduced, developed and began to refine for their own purposes over the two year pilot. The broad range and number of different approaches found by the evaluation team demonstrates the strength of schools' engagement with RP.

Table 2 Schools - Use of the continuum of Restorative Practice

Key:

Informal Restorative Interventions included, for example, use of restorative language, restorative enquiry, restorative conversations, checking-in circles.

Restorative Meetings included, for example, 'corridor conferences', mediation, shuttle mediation, problem solving circles, 'healing' or therapeutic circles/groups, case reviews, personal learning planning meetings, meetings to arrange re-admission after exclusion.

Restorative Conferences included, for example, classroom conferences, mini-conferences and full formal conferences. These conferences are distinguished from Restorative Meetings by having most or all of the features of a formal conference, i.e. a formal structure and script with all relevant personnel and supporters present.

The description of the findings begins with an examination of the ways in which these schools most commonly explored and implemented RP, that is, as a permeating and underpinning set of values; addressing issues related to positive school ethos, climate and language. From there we move on to describe how these values translated into specific practices, processes and skills that staff, pupils and in one case, parents, were able to implement, review and develop over the two year period. We examine how some of these practices built on existing approaches while other aspects were felt to be 'new' and sometimes more challenging. The use of restorative scripts is reviewed and reflections of staff and pupils on restorative 'scripts' and restorative language in general are discussed. Finally, we examine the place of conferencing and where and when it was found to be useful in a school setting. Although conferencing has been central to RJ and RP in schools in previous research, it was not found to be a central or essential part of RP in the Scottish schools pilot. It became clear from early on that in Scottish schools there was a much broader vision of what restorative approaches might involve and what conferencing might mean within this.

5.2.1 Restorative ethos building

Definition: Staff and pupils discuss and work on improving school ethos, culture and climate. Features of a restorative ethos include:

• All participants in the school understand the importance of preventing harm to others and of resolving harm and conflict in helpful, supportive and restorative ways
• Respect between staff and pupils and among pupils
• Pupils and staff feel included and treated equitably
• All feel that school processes are carried out with fairness and justice
• Pupils and staff feel safe and happy.

Different schools laid emphasis on different aspects of creating or further developing a restorative ethos, but for all schools, it was a touchstone of success.

Restorative ethos: views of staff

Staff in primary schools strongly emphasised the importance of a restorative ethos:

you know behaviour was always a problem and it will always be a problem in the next twenty years, but you should be able to come to your work thinking right OK, it's a challenge but …we'll work through it. We want [teachers] who are explorers, talking about getting a team together… open.

In one secondary school, this was understood in the following way by the Headteacher:

you always negotiate…in decisions about children…with pupils….with parents…I kept referring to SMT and guidance but the other point is to make it a whole school issue…even in their teaching being more restorative and listening and receptive to two sides. And possibly prevent issues escalating and making children more responsible young adults…having the ability to take part in every aspect in the school life. And that's one of the issues we want to build on so that they have a voice and can be seen to be heard.

In another secondary, a restorative ethos was introduced in its behaviour support unit with the aim for it to develop from there to the whole school over time. The staff in the support unit reported a decrease in return rates of pupils after one year and attributed this to the success of RP. In a number of secondary schools, senior management decided to focus efforts on pupils in the early stages, and on S1 in particular. In a third secondary, the Headteacher was keen to 'show that it works rather than involve all staff from the beginning'. The original aims for RP in this school involved piloting a formal scheme in S1 to provide an alternative response to the challenging behaviour of pupils at risk of exclusion and a formal scheme in the school's special education department that explored the usefulness of RP in dealing with classroom interactions and department referrals. The scope of this aim was widened quite quickly to roll out the initiative to both S1 and S2, and to involve some identified class teachers in departments likely to be sympathetic and to be using approaches that were compatible with the ideas of RP.

In a number of secondary schools, developing a restorative ethos included a keen awareness of the links between the school and its local community. Some senior staff and classroom staff in primary schools expressed a concern about the dangers of setting up positive relationships with pupils when pupils may later encounter a more punitive approach typical of secondary school. However, there was also evidence from 3 secondary schools of very active engagement with associated primaries, with involvement in joint training on RP in one of these.

In one school the depute head talked about the potential of RP to build a strong local community. She had already begun to build on inter-agency links and saw an important part of this as primary and secondary staff working more closely together:

because a lot of the training that the primaries do for peer mediation, we do in first year…and the sixth year do buddying so we reckon if we just do the training [together with primary staff]… and in three or four years time we should have pupils from primary pupils through to S6 who have only known the restorative approach.

Restorative ethos: views of pupils and parents

Schools which were felt to be 'good schools' were often described by parents as 'happy' and 'safe'; where bullying was 'dealt with' and where the Headteacher and staff were welcoming and made themselves available. Parents valued opportunities to raise questions and concerns as informally as possible, and felt this helped to avoid situations becoming more serious. Although few parents interviewed talked about Restorative Practices per se, they often made assessments about school based on the values associated with RP. Pupils were also unlikely to use the term RP but they were equally clear about the importance of a positive ethos to them. In the primary schools and special school they were pleased that the introduction of RP had led to teachers 'not shouting', and 'listening to both sides'.

In a number of primary schools, in addition to these changes, there was considerable playground development or reorganisation which had focused on facilitating more positive pupil relationships. Much of the funding for this was fortuitously becoming available as RP was introduced and staff took the opportunity to examine how the general physical environment of the school could be used to promote a restorative ethos. In a primary school, key staff had identified the need for a neutral and comfortable space within the playground where pupils might go to talk through problems either with the help of other pupils or with staff. A gazebo has now been built for this purpose, though it is still too early to assess its use. Pupils were often very positive about the changes to their play areas and often reported that they felt that they had been involved with any purchases, such as a traversing wall or with other changes, such as new play zones for different year groups.

A restorative ethos, then, was found to encompass a broad range of changes. Again, not all of these were to be found in every school, and there was variation in the degree and character of these changes. A restorative ethos was seen as a central aim for most schools in the pilot, some initially and some more so as time passed, and in using this term, they were referring to the continuum of RP outlined earlier; and to the cumulative effect of adopting and developing practices along this continuum. Ethos building was most often focussed on issues with pupils and improving their behaviour and confidence in conflict resolution. Less often overall, key staff talked about using RP to resolve inter-staff difficulties but it was also clear that for a minority this was an avenue they felt would be worth further exploration.

5.2.2 Restorative Ethos and Behaviour Management policy

Often the need for a restorative approach was linked by class teachers and subject staff to concerns about discipline. In one secondary, there was increasing interest in RP from subject staff because of concern about indiscipline:

…any avenue which would help us deal with indiscipline. Because the things that happen in school on the whole are not major. There is a lot of low-level stuff which builds up and up. If we can get something - a culture where the low-level stuff disappears, that would help us immensely (staff member)

Within the staff survey and in individual interviews, staff often referred to their present discipline or behaviour management policy and their understanding of its perceived coherence with RP. Views about the ease with which RP could be integrated differed from school to school and also within schools; ' I think we are not there yet… we are struggling to get over the whole, "I don't have time to do it" barrier with staff…traditionally as a school, the staff have never dealt with these things before", said one depute Headteacher. She was aware that it had traditionally been seen as the remit of senior management to 'deal with discipline' and so RP raised a broader challenge about how the school staff worked together. This was not the case in every school however, and it was clear that some schools already had a 'team' approach to behaviour management.

It was expected that one indicator of the impact of RP on ethos would be its inclusion in behaviour management policy in schools. Discussion with key staff, however, revealed that most schools were in the process of revising these policies and that this was necessarily a lengthy process. If it was felt to be too soon to talk about rewriting policy, there were, however, key areas of behaviour management which senior staff in a number of schools chose to target, including dealing with disruptive behaviour in class. In Braeriach primary school, for example, the Headteacher had introduced a 'restorative enquiry' sheet for use by staff with pupils. Pupils referred to this in interview as 'writing it down'. Although this clearly has limitations in its use with some pupils, the Headteacher felt that for others it could offer a useful time for reflection, a time for pupils to calm down if there had been an incident. She then often used the completed 'restorative enquiry' sheet as a basis for follow-up. A similar approach was used in another primary school with the aim of helping pupils understand why they had lost 'Golden Time'. The importance of time; allowing time, giving time, taking the time, was noted again and again in primary and secondary schools, and is an issue to which we return later.

Restorative Practices and Exclusion Policy

While exclusion can be an indicator of behaviour management, it is not always a clear and direct indicator and can be difficult to isolate. Very often, RP sat alongside traditional punitive responses rather than being used as an alternative to those approaches. While most Headteachers stressed the necessity of maintaining the option of disciplinary exclusion, they also envisaged that the use of RP would forestall further conflict and thus would have a positive impact on the amount of punishment used in the school. A number of Headteachers in primary and secondary schools emphasised that they were still prepared to exclude pupils and that they saw certain kinds of behaviour, for example, violence, as meriting an immediate exclusion. Two secondary school senior managers, however, advocated abandoning punishment altogether, although the staff survey suggested that not all staff in these schools agreed with them.

In North Lanarkshire Authority, new guidelines on exclusion advise Headteachers that a restorative meeting should be sought before deciding to use the official exclusion procedures. Alongside this, in a small number of secondary schools, senior management also expressed a commitment to focus the use of RP in a proactive way to prevent exclusions and also in post-exclusion re-admission meetings. Where behaviour was a concern, referrals to year heads could trigger a restorative intervention to try to prevent repetition of the problem. In one Secondary school, referrals to the Principal Teacher Behaviour Support could be made ' at the request of a member of staff who has identified an area of conflict and a need to restore a good relationship'.

Another school exemplified the tension between traditional responses to indiscipline and a restorative approach. This school's Behaviour Policy (2004) included, amongst other sanctions, the use of restorative approaches, formal isolation and temporary exclusion. The key member of staff promoting RP within the school subsequently identified a model of restorative isolation that could be offered as an alternative to, or on readmission from, exclusion. This was seen as an important departure from the process of 'formal isolation' then in use, which had included traditional punishment exercise:

…you wouldn't necessarily, you wouldn't use it for a very serious incident, no. But you would use it with people that, you know, had done something that they could be excluded for but you wanted to try and avoid that (Staff).

In the new model, young people removed from a class where their behaviour had been challenging, were supported to become involved in activities designed to promote Restorative reflection.

In summary, some aspects of behaviour management seemed to adapt to restorative approach quite readily in schools. The impact on written policies, perhaps unsurprisingly, was still at an early stage and confined to a small number of schools and often to some specific areas or departments within school. In terms of overall ethos, it was clear from our visits to school that many schools were beginning to think not only about RP in terms of discipline or behaviour management issues but to consider very carefully how RP could change or improve overall ethos and school climate.

5.2.3 Curriculum focus on relationship building/conflict resolution

Definition: This involves either particular programmes, or a permeative approach to Personal and Social Education, that aim to promote social skills that avoid conflict and harm and enable pupils (and staff) to learn restorative strategies.

All of the schools involved in the evaluation already had a focus on positive relationship building and conflict resolution within their personal and social development ( PSD) programmes. The particular approaches varied from LA to LA and from school to school, and as noted earlier, also related to local priorities and circumstances. In Highland a privately funded resource and support centre was spoken of very enthusiastically by school staff or pupils who had visited it. In Fife one primary school using teacher preparation cover imaginatively to deliver a conflict prevention programme across the whole school.

A number of schools, both in the primary and secondary sectors, introduced the ideas of RP into the curriculum, based on a view that it had much to offer all pupils, not only those with more serious difficulties. As noted earlier, the Fife primary schools used RP together with its own PSD package to build positive pupil relations. This has been very widely accepted in each of the Fife schools in the evaluation and is very popular with pupils. A similar package is now being introduced into the early years of local secondary schools. Alongside this, peer mediation and training in conflict resolution for pupils has been developed in some primaries.

In one secondary school RP was also introduced into the PSD curriculum for S2/S3, with a series of prepared lessons which asked pupils to consider serious issues, for example, with regard to repairing harm in situations of criminal conflict; learning how to mediate disputes in school, and responding to racism in the actions of the police, with reference to the Stephen Lawrence Inquiry. As this was a relatively recent introduction no pupil or parent views were available on these changes. No other school has done this as formally, although staff in one Secondary planned to introduce RP into its S1 and S2 Personal Social and Health Education programme.

5.2.4 Restorative Language and Scripts

Definition: Early work on Restorative Justice emphasised the use of restorative scripts (see chapter 2). They derived from a particular theoretical perspective on psychotherapy, explaining how we make sense of our histories and organise our emotional lives (Tomkins 1991) but have come to be used a broader way. Such scripts were often used by a conference co-ordinator, using the following or similar questions:

Such scripts were intended to ensure the restorative approach, to make the process clear and standard, to enable participants to experience a feeling of responsibility. Participants would be familiar with the script before the conference. In some schools such scripts are used quite formally in Restorative Conferences (see below). In others they are posted on classroom walls and produced as a pocket-sized guide for staff and sometimes also for children. They are also used as an easy resource for reference in case of need and used in a range of both formal and informal settings, for example in the playground. The use of a script can reinforce knowledge and awareness as well as practice, according to the principle of using language to shape cognition and values. It can also be very helpful, in an emotionally charged situation with a high potential for conflict amplification, to have a set of ready, calm words practised and available.

Restorative language is broader than the idea of a script and involves staff reflecting generally on their use of language in school, and promoting effective listening, open-ended questioning, empathy and using non-judgemental words. It involves incorporating a restorative approach into the daily language of school interaction. 'People's identities are created through the ways they are spoken about by others, and in the ways they learn to speak about themselves' ( RP team Waikato 2003). Most staff in Scottish schools in the pilot reported that they found the structure provided by the formal scripts very useful although they also often commented that the language used was not 'Scottish' enough. Some made adaptations so that the language was more familiar; others expanded the questions:

One Primary School Script

Much of the other RP training has raised awareness overall of the positive use of language in staff-pupil interactions; and both teachers and support staff referred to using 'restorative language'. Staff previously trained in active listening seemed to be most confident about developing their use of restorative language, but for most, there was a growing recognition that the use of different language leads to different behaviour and expectations.

Restorative language and scripts: views of staff

In one school, the Headteacher described how more informal use of restorative language and approaches have had an effect around the school.

You can see it in the dialogue and in the ways that pupils are quite willing to listen to each other.

She had noticed an accompanying shift in ethos and talking about the playground she noted that there had been a move away from 'blaming the person' to focussing on the incident and moving on,

Now it's okay to be seen [by other staff] to be talking things through - it's not necessary to be seen to punish.

For a teacher in one Secondary school, it was also a significant change; 'I think it's calmed me down. I feel more confident'. Another primary depute Headteacher regarded it as a strength that children liked it. She said that as a result of using restorative language, she shouts much less and wishes she had found out about it a long time ago. This teacher had 28 years experience in the same school. She noted in particular its capacity to delve into problems and really get to the bottom of what may seem like a one-off incident.

Restorative Language and Scripts: views of pupils

Pupils sometimes talked about the usefulness of scripts, especially with regard to peer mediation, but they often also talked about the effects of staff adopting restorative language, which structured active, impartial listening. The effects of using restorative language seem to be linked to this growing feeling of 'calm'; a term that was increasingly used to describe a positive change in schools associated with RP. They also agreed with staff who felt that using restorative language helped engender a feeling of fairness; 'Well, I like the way that teachers make everyone feel equal', commented one. A secondary school pupil reminded us again how important a sense of fairness is for pupils, and how often staff are judged on the basis of whether they are seen to be fair or not:

There are some teachers in school who should listen to the pupils more often. There's some teachers who are really good and they give you a fair hearing, but then there are some who just jump to conclusions

One primary pupil noted the links between different aspects of Restorative Practices. When talking about her Headteacher, she said:

But she's kind of like, if somebody got in trouble or if there was too many people making fun of somebody, she's kind of like a mediator.

5.2.5 Restorative Enquiry

Definition: Restorative enquiry is described as the starting point for all Restorative processes involving active non-judgmental listening. It is intended to illuminate the situation or the problem. The process can be used with one person to help them reflect on a situation and find ways for forward for themselves. It is also useful before and during face-to-face meetings (Transforming Conflict 2006).

Restorative Enquiry involves curiosity: "How do you feel about that?"

It can involve actively owning a problem: "I have a problem that I would like to discuss". "Can I tell you what happened from my perspective?"

and aims to resolve issues: "Why don't you tell me how you see things. I'll do the same and then we can try and sort this out."

Restorative Enquiry also describes a way of listening and responding to other people's points of view. It also involves the use of open body language, listening with empathy and listening for feelings and needs. The listener takes a neutral perspective and aims to help the other person identify what needs to be done in order to put things right or move on. In a school setting this could include a discussion between a teacher and a student following an incident that has caused concern to either person (Highland LA leaflet).

Restorative conversations or restorative discussion happen when someone uses the skills and language of Restorative language and Enquiry in an informal conversation, for example a teacher with a pupil in a corridor. Skills include expressing and listening for feelings and needs, and understanding why each has acted the way they have (Transforming Conflict 2006).

Restorative Enquiry: views of staff

The use of Restorative Enquiry was becoming established in many primary schools in each LA area. Key staff talked about using a script or elements from the script to help them to be active listeners to children. This was found to be very helpful in reducing internal disciplinary referrals to school managers, particularly in primary schools. Although restorative enquiry in classrooms in secondary schools was found to be less common, its use was being developed by staff. Often, these staff were pupil support teachers with a subject remit and who had experience of more formal restorative approaches such as conferences and circles:

it would open up discussion for the kid [who was disrupting the lesson] and if there were other people involved in the class. We have had a couple of occasions when we have discussed 'Well, why?'….We just stopped the lesson and we asked everyone else what effect it was having on them. They had a say about his behaviour….and since then he has not had any repeat of that in my class (staff member).

In a similar way, a Principal Teacher of Business Education in another school used RP in her own department. She found it to be very useful in enabling all pupils in a class to discuss the impact of the disruptive behaviour of one member of their class. Although these teachers were both positive about the effectiveness of restorative approaches, these examples are problematic in the sense that they raise the question of the importance of 'shaming' in Braithwaite's terms.

In another secondary school, a teacher, however, suggests that such an interaction can be productive for pupils and teachers:

I quite often say to people like that [pupils not behaving] …try and get them to think about what they are saying and what they are doing and how it makes me feel or the people around them feel. And that can work …I find it helps me as well because instead of just saying 'stop doing that and be quiet please'. I am actually getting …to be more truthful (Staff Secondary school ).

Staff other than teachers were also sometimes working restoratively and very effectively in primary and secondary schools. The non-teaching staff were often seen as a ' first port of call'; for ' something not so serious' (Primary pupil). In another Secondary school, the head janitor was felt by senior management to play a pivotal role in maintaining positive pupil relations outside the classroom. He said that pupils sometimes preferred to speak to him when they may not readily approach guidance teachers. He felt that he had had to learn that discipline was not about:

bawling and shouting… it was trying tae get them to react the proper way by you reacting the proper way… It doesnae matter what you say to them sometimes, it's how you say it to them.

He was able to help pupils make reparation in ways that were seen as not demeaning but fair, for example, helping to stack chairs if they had been throwing water bottles in the school canteen. Reflecting on the issues for some of the more troublesome pupils, he commented, 'it's not always the kid's problems that they've got. They've also got the problems of some of the adults in their life'.

The use of Restorative Enquiry to resolve difficulties between staff was relatively uncommon. However, there were some examples in each area. One secondary Headteacher had used a restorative approach to sort out a conflict between two members of staff and he envisaged that RP would be very useful in future for dealing with a range of conflicts and disagreements. One other Headteacher expressed interest in this area but had not taken the idea forward. However, RP had been used in another secondary school to resolve a difficulty between an inexperienced teacher and a whole class. A principal teacher of pupil support had worked with a class which had been causing particular difficulties for a teacher. He had used the approach to improve the situation between the class and the teacher and envisaged that this use might be repeated elsewhere.

In summary, Restorative Enquiry was seen as a highly effective and helpful starting point for discussions about incidents in school by both staff and pupils. Its use was being developed in a range of situations as the basis for a range of restorative processes explored in more detail below.

5.2.6 Mediation

Definition: This is particularly useful when two or more people believe the other person(s) may be the cause of the problem or has caused harm. The mediator should remain impartial, and helps both sides to consider the problem as a shared one that needs a joint solution. This can be undertaken by adults in school and by trained pupils acting as peer mediators.

Mediation is a process in which people in conflict are supported by a neutral third party to hear each other's viewpoints and to find a mutually acceptable way forward. It gives people the opportunity to appreciate the impact of their behaviour on other people - whether this was willful or inadvertent. Peer Mediation is the term given to this process when the mediators are young people working with other youngsters. A key principle of mediation is that the people with the conflict are in the best position to find ways to resolve it (Highland LA leaflet)

Shuttle mediation can happen when someone is unwilling, unable or frightened to face the other person or people involved. In this case the mediator moves between the parties, for example between pupil and teacher when pupil has been in trouble in class.

In the pilot, in nearly all the primary schools some kind of mediation was in use. The approaches varied but were often used by staff to resolve difficulties among pupils. The central role of support staff was very noticeable; for example, in the playground, in the corridor and lunch queue; where support staff offer informal support to pupils. The Home/School Partnership Officer in one area organised a buddy/restorative workshop for all S1 pupils.

Peer Mediation

The main arena for restorative peer mediation in schools has been the playground, particularly in primary schools. In many instances some peer mediation/support initiatives were already being introduced when the pilot commenced, but were expanded and further developed under the umbrella of RP in ways which were often seen by senior management to have had a direct impact on school ethos and especially the culture of the playground.

Some schools, again more often the primary schools, felt that the aims of RP and the aims of peer mediation were particularly compatible, and in one authority (North Lanarkshire) the training materials developed by the authority for peer mediation were reviewed to provide a clear restorative basis and to introduce restorative language to senior primary pupils which they, in turn, would be able to use in their interactions with younger pupils.

Peer mediation: views of staff

In two primaries, where the development of peer mediation in playgrounds was new, senior staff reported 'calmer' playtimes. The Headteacher of one school talked of a noticeable positive impact on the understandings of pupils towards RP during the two years, and mentioned in particular the impact of positive peer pressure. She noted that the first cohort of pupils had responded well to the training in restorative conflict resolution, but she described them as a 'good group'. She had been less confident about how the next year group to be trained would respond, as they were not such a settled group, and there were more pupils with behaviour difficulties. However, she was delighted with them; they had responded well and proved themselves more than able to engage with the issues raised by the training. They had, according to the Headteacher, benefited from the positive role modelling of the first pupil cohort.

A number of schools have a system for logging playground incidents and in two primary schools the Headteachers reported that both the rate and the severity of the incidents decreased over the two year period. It was also noted in a third that there were fewer calls on the first aid box and also that post-break discipline referrals had decreased.

To date, restorative mediation to resolve difficulties among staff has been rare, although there were reports that this had happened on one occasion each in Creise and Slioch HS.

Peer mediation: views of pupils

When asked about their role as peer mediators, 'problem solvers', 'playground pals' or 'buddies', one P7 pupil (Craignaw Primary) said,

We had to do this … it was about resolving conflict. Then, like, we are not allowed to take sides, [we're] there to help to sort out their problems … we are just helping them sort it out.

Previous research has revealed that many pupils have an acute sense of the importance of fairness. 'Not taking sides' was often seen as the most valuable feature of RP among pupils.

Most pupils interviewed valued the role played by peer mediators. In some Highland and North Lanarkshire primary schools this was led by only the oldest pupils. In Fife primary schools there were mediators aged around 8 years who supported the youngest pupils and other mediators aged around 11 who supported the older pupils. This seemed to work well and pupils felt that the mediators were able to make appropriate decisions about whether or not a problem needed to be handed on to an adult. Of course, also sometime pupils wanted to play and it was important to have a balance between responsibility and fun. The only reservation was expressed by some P7 pupils in Benvane Primary who had concerns about their peers helping them sort out problems. Their reservations draw attention to the way in which the term 'peer' is often used in this context. In schools, it does not usually refer pupils of the same age. It might be argued that it is a misnomer because it is usually a much older pupil offering support to a younger one.

In secondary schools, the introduction of mediation or peer support was generally at an earlier stage than in the primary schools, though seen as very worthwhile. S6 pupils interviewed in Marsco Secondary, for example, spoke very positively about being mediators for S1. They felt that they had a valuable role to play in supporting younger pupils and providing a bridge between them and teachers. However, the extent to which RP had altered approaches to buddying or mediation was not as clear as in some of the primary schools. These senior pupils did not talk about a 'process' or about using restorative language. However, it may be that as peer mediation continues to develop in secondary schools these questions can be considered more fully.

Shuttle mediation: views of staff

There were many examples of key staff employing RP when conflict had arisen between a pupil and staff, and occasionally initiated by pupils in several of the primaries and some of the secondaries. The role of school support staff, including playground supervisors and janitors, as well as the pupils themselves, has been central to the success of shuttle mediation, 'calming the waters', 'making suggestions' (Benvane Primary staff). When asked who would be the first person to help out of class, the assistants were often mentioned. A classroom assistant with responsibility for break supervision in a primary playground gave the following example:

Two boys had been in the lunch queue and one had pulled the other's nose and just held on really tight. I knew the wee boy who had done it, there had been something that had caused it and I left him, because he was a person that just needed to calm down on his own, and I had to go to the other boy because he would have got himself more and more wound up. I used restorative questions with him, and that was the way he could divert himself from getting more and more angry… and because I went through it like a process… it was like he took a deeper breath…[the boys] needed different things before coming together [to say sorry]. (Classroom assistant, Craignaw Primary).

This classroom assistant talked about how useful she found the framework offered by restorative questioning, and by the 'process'.

Shuttle mediation: views of pupils

Responses from pupils about shuttle mediation were often very positive. In one school some pupils from a particular class approached the Headteacher to say that they felt concerned and the Headteacher then set up a meeting with the class and then with the teacher to discuss the climate in the classroom.

One P7 pupil from Braeriach Primary explained how a classroom assistant helped her:

I was getting, well, not bullied really, but I was called names in the playground and I sat down and Mrs [name] helped me… I was sitting outside and she talked to them and heard their side of the story, and then I went back and she said, "how do you think we should solve this?" And basically then we sat down and heard what they had to say…They admitted they had been calling me names and stuff…I think Mrs [name] did a good job on that.

In summary, then, restorative mediation of various kinds was developing in schools, and particularly strongly in the primary schools involved in the evaluation. Its use in conflict resolution among pupils and by staff with pupils formed the main focus of this part of the initiative. Overall it seemed that where buddying and peer mediation were established, they formed a secure basis on which senior primary pupils were able to develop the initiative; a means to develop personal and social skills and extend the opportunities for pupils to use them. Restorative mediation was highly valued by pupils, parents and staff.

For secondary pupils, the opportunities to engage in mediation were much more limited. Most experienced this, if at all, only in PSD and not all schools placed the same emphasis on the importance, of PSD. 'Buddying' and mediation are still relatively recent introductions in most secondary schools and tended to be limited to senior pupils supporting first year pupils, although most of those involved spoke very positively about their involvement. Perhaps over time and with an increased emphasis on mediation this will develop further in secondary schools.

5.2.7 Circles: checking in and problem-solving circles

Definition: The term 'circle' is used in a number of different ways, although there may be common ideas and practices. Also, confusingly, the terms conference and circle are sometimes used interchangeably. The latter sometimes simply refers to the style of organisation of a meeting or conference; for example Thorsborne and Vinegrad say that 'meetings/conferences are conducted in a circle' (2004: 12). In this context the term circle means that people sit round in a physical circle, there are some ground rules about listening and not interrupting and the coordinator acts in a facilitative rather than directive manner, often using a talking piece and a script.

In some classrooms staff operate 'checking-in' and 'checking-out' circles, to start or finish the day or lesson, to set an open climate, to ensure good communication, or to establish what the class thought of a lesson. Such circles can also be used then reactively to deal with a problematic incident in class (Wachtel 2004).

Problem-solving circles differ, in most views, from meetings or conferences in that they tend not to have such a formal structure - they may be used in a classroom or with a small group and may focus on a general difficulty as well as than a particular incident. They may not use a formal script but make a general democratic invitation to members to address the issue or difficulty facilitated in the style discussed above. They are more informal than meetings or conferences.

More 'healing' or therapeutic circles/groups or social skills small groups also happen in schools, focussing on particular difficulties experienced or presented by pupils. Their structure and facilitative style have much in common with restorative circles.

In Scotland many primary teachers will be familiar with Circle time (Campbell & Dominy 1997), which is aimed at whole classes and has a general aim of promoting good relations within the classroom, fostering self-esteem, respect and developing communication skills. Circle time is intended to happen in a positive, warm and confidential context, often using strategies like a talking piece or games and exercises. Circle time is not mainly about solving particular issues or discipline problems.

For many primary pupils across the pilot schools, experiences of Circle time were common and seen by staff as one of the most important building blocks for RP; a means to develop personal and social skills and extend the opportunities for pupils to use these skills. For secondary pupils, the opportunities to engage in circle activities were much more limited. Most experienced this, if at all, only in PSD and not all schools placed the same emphasis on the importance of PSD. Crofthead Secondary staff had used a problem-solving circle approach on one occasion and recognised that it would be worthwhile developing the use of circle time more generally. There seemed to be many situations in which the use of circles could be further developed and opportunities to discuss issues and concerns more clearly structured in the future. Where such circles were used in primary and secondary schools, staff and pupils felt that they had been very effective.

5.2.8 Restorative meetings, informal conferences, classroom conferences and mini-conferences

Definition: Restorative meetings often involve taking a Restorative approach or introducing Restorative Practices to meetings that already happen in schools, for example, School Liaison Groups, Person Centred Planning meetings, case reviews, meetings with parents, reintegration after exclusion meetings and pupil councils. These meetings are conducted using Restorative principles and language, although they may have wider purposes than addressing conflict or harm.

Informal conferences, sometimes called 'corridor conferences' occur when a group of people gather to address an issue, using methods of Restorative Enquiry, perhaps using a script, to discuss and resolve an issue. For example if there has been difficulty among a group of pupils in class a teacher might ask them to come out of the classroom and hold an informal conference.

Classroom conferences occur in response to issues in a whole class, for example a 'disruptive' class. This is prepared for and in many ways structured like a conference, but includes all the class members, who are willing to participate.

Classroom conferences offer '… the opportunity to make young people accountable to each other, to develop awareness about what ongoing harm is being done to individuals and relationships, to understand their obligations to their classroom community and to participate in a democratic process to make things right. A real benefit of the restorative classroom conference includes its potential to address the behaviour of all the students at the same time within the class…' (Thorsborne & Vinegrad 2004).

Mini-Conferences have some of the same features of conferences, for example a formal structure and script, however they are not on the same scale as a full Conference and may not include all relevant personnel or supporters.

Mini-conferences involve a group of people working together with a neutral facilitator to resolve conflict, repair relationships and move forward. It follows a structured, scripted framework, within which everyone has the opportunity to express their thoughts and feelings about the issue being discussed and the impact it had on them. A mini-conference can conclude with an agreement that is written up and signed by everyone involved. (Highland LA, our emphasis)

Conferences involve those who may have been involved in conflict or caused harm or distress, meeting formally in a pre-arranged conference with those affected and ideally with key others involved, such as peers and or families. The purpose of such conferences is to allow all parties to be heard, to find ways to restore and repair relationships and prevent future harm.

Where a serious incident has occurred a highly structured, scripted process occurs. The process not only consists of the people directly involved in an incident, but also their parents/supporters. Key school personnel may also be invited. The Conference takes place in a room where everyone can sit in a circle where thought is given to who should sit where. The Conference facilitator will have spoken with everyone involved prior to the meeting to prepare them for the process, answering questions and queries. It is important that everyone present has volunteered to attend and feels safe. The Conference is intended to be a positive experience from which people can benefit. (Highland LA leaflet, our emphasis).

Restorative meetings, informal conferences, classroom conferences and mini-conferences: Views of staff

Staff across all the schools in the evaluation talked about the usefulness of restorative meetings, informal conferences and mini-conferences. Restorative meetings were often used to respond to issues of behaviour management such as name-calling or pupils falling out with each other in the playground. There were reports from staff that suggested that restorative meetings were effective in improving behaviour but also in terms of improving staff-pupil relations. In addition, conferences that built on existing school processes were also being developed. Marsco Secondary, for example, had developed the use of RP within an existing school structure: school liaison group ( SLG) meetings; the regular inter-agency meetings to support vulnerable pupils and those at risk of exclusion. In order to let staff see RP in action, they had issued an invitation to all staff to attend the SLG. They felt that RP built very effectively on their existing commitment to solution-focussed approaches. One other secondary school noted an interest in exploring the potential of the SLG as a forum for restorative enquiry. In some of the Fife schools, a restorative approach to the development of person centred planning was seen as productive for all those involved and elsewhere review meetings to discuss individual education plans and case conferences were also seen as potentially compatible.

When one pupil took chemicals from a school lab and put them in a classmate's school bag, staff dealt with it through a Restorative Meeting:

The pupil involved stops and talks to me in the corridor now. He thought it was a joke, but after going through the process he certainly didn't think it was a joke… and the parents of the pupil who had [it] in his bag actually commented to the member of staff how grateful they were for the way that was handled (staff member Crofthead Secondary).

In another secondary school, a teacher gave another example; there had been ongoing trouble between a group of girls, and one Friday morning this spilled over into school after a Thursday night disco at the local community centre. The guidance teacher separated the two 'ringleaders' from the rest. She said:

I took the two and gave them a room, tea and chocolate biscuits and said, "I don't want to be peeling one of you off the ceiling, give me a call if you need me".

She then left the girls to sort it out, returning once they asked her back. The informality of this arrangement was reinforced by the language used by the teacher, the support by 'give me a call if you need it' and the trust by the girls being left on their own, but the 'tea and chocolate biscuits' also offered would be recognised immediately by Maori restorative practitioners, not as a sign of informality but of trust and respect (Drewery 2004). The teacher felt this worked really well and the girls responded positively to being treated with respect. She felt that they managed to use the time and space to move forward. The teacher was pleased as she had previously expended a large amount of time and energy trying to help these girls sort out their difficulties.

The use of informal conferences was clearly seen by staff in schools to offer a helpful approach to a wide range of issues; dealing with troubled and troublesome behaviour and what might lie behind such behaviour. The framework and language offered by RP were seen to be particularly helpful in responding to pupils with difficult personal or family issues as well as probing beyond disruptive behaviour to understand and help pupils move forward.

One PT Pupil Support recounted how she had worked closely with the school's children's services worker ( CSW) in a situation where they became aware that a vulnerable pupil was afraid to go home at the end of the school day:

Teacher - I was aware that something funny was going on…I was aware by the afternoon that she was not planning to go home. They live out of town… They are very isolated...Dad has got a bit of a temper. She's only 12. She told us… there was a man who was twenty sevenr who she was chatting away to, and was found in a car with. And dad hauled her out, I think, by the hair.

CSW - We actually spent most of the afternoon talking to her. We got hold of her older brother[who was living away from home because there were too many rows at home]. There was a lot of outpouring…so I went and phoned mum and everybody in tears, mum was actually not far away from the school as luck would have it. She came in.

Teacher - And eventually, you know, we got to what would make things better for you.

Reflecting on this informal conference, both said that they felt that a restorative approach and especially the language offered by RP were helpful in this very volatile situation; 'I thought the questions were brilliant. Because I quite often, you know, start at the wrong angle. And it was really useful to have them'. They both liked the structure it gave, and it seemed to allow this teacher at least the opportunity to reflect on her own previous approaches to dealing with difficult situations. Such examples of more informal conferences were relatively unusual but staff involved seemed very positive about the process and the outcomes.

Other aspects of Restorative Meetings were seen by some staff to be less than satisfactory. Some felt that there was an issue for pupil/teacher relationships when issues were resolved only by the senior management team ( SMT), and pupils return 'as though nothing has happened' into class. One teacher felt that this led to class teachers feeling undervalued and that it undermined the strong partnership between class teacher and their pupils.

Similarly, issues of time and resourcing of RP meetings were raised by a number of staff interviewed in schools. Related to the observation made above by the depute Headteacher in Conival primary that RP could facilitate a deeper understanding of what may seem like a one-off incident, staff noted the amount of time this could sometimes take. The observations carried out of teaching sessions in one school supported the view that some staff, especially in the upper primary, found it difficult to implement a restorative approach within the classroom setting. In this school, some classroom staff were resistant to becoming involved in RP. They regarded discipline issues as falling within the remit of senior management and were reluctant to take on what they saw as an additional task. By contrast, in another primary, staff at all levels seemed to have a shared sense of responsibility for behaviour management and the issue of time was not raised in the same way.

However, there was clearly a question about how to make best use of time in primary schools, where class contact is higher than in secondary schools. For class teachers in primary to become involved in resolving pupils' difficulties, there was sometimes a concern about 'where the time would come from'. In Conival Primary, for example, in the first year of the pilot, only the Headteacher and depute Headteacher in most schools were trained and 'on duty' to support teachers in restorative work. In practice, this meant that if an issue arose, they dealt with it on behalf of the class or subject teacher. This seemed to work very well for the pupils (according to pupils interviewed throughout the school) but it seemed to leave some teachers feeling 'out of the loop'. A new system where the Headteacher is available to go in and take the class on a planned basis and allow the class teacher to work restoratively is now being actively considered in one school.

Not all staff agreed that time was an issue. For some staff, RP was regarded as a very economical use of staff time by one school since a group of pupils could simultaneously be involved in reviewing and resolving problems. Pupils commented frequently in individual and group interviews on how much they valued the time that staff took to sort out issues, and often saw this as one of the major strengths of RP. Similarly, for parents, particularly those whose children had difficulty at school, time and the willingness to spend time with them was very highly valued. Though usually raised as a question of time, this issue also relates to school ethos in general.

Restorative meetings, informal conferences, classroom conferences and mini-conferences: views of pupils

Pupils were generally very clear about the effectiveness of restorative meetings, where these had been tried. Reflecting on a restorative approach taken by a teacher after an incident, a pupil gave his view as follows:

I like what Mr [name] does, he just like takes what we say and gets the other to say like what happened and then he would bring us both together and we would speak about it then. It did work when he done it last … last year.

A similarly positive comment came from a primary pupil, who had been involved in a restorative meeting, commented:

That's what happens when you are in fights, she doesn't just call you in and shout at you, she brings the two of you in and try to solve what happened (Conival Primary).

There was also evidence from pupils who had been involved in a restorative meeting that it had helped reduce conflict. Pupils interviewed were often able to describe the process although they did not use the term 'restorative'. This is shown in the following extract from an interview where two boys (Craignaw Primary) reflect on how well an agreement made at an earlier meeting had worked.

Interviewer - [You had to come] to some kind of an agreement wasn't it, that you were not going to do it again, am I right?

Pupil 1 - Yes, we haven't done it since.

Interviewer - You haven't done it since?

Pupil 2 - Well we are not friends but we are in between ok and friends.

Interviewer - Right, so you didn't have to become friends did you, you just had to stop annoying each other, is that right?

Pupil 2 - Yes

5.2.9 Formal Conferences

Formal Conferencing: views of staff

At the start of the pilot, there was a lot of discussion about formal Restorative Conferences and a number of school managers initially thought that this was the way in which restorative practice would develop. However, very quickly, most Headteachers and key staff began to think more broadly about the possibilities and developed an understanding of the need to concentrate on preventative work. The use of formal conferencing was therefore quite limited.

Some more formal conferences did take place, however, both in primary and secondary schools. One teacher in Crofthead Secondary, for example, was very positive about a Restorative Conference as a means of sorting out a particular incident. In this case she had been the victim of racist abuse by pupils in a class she was covering for another teacher. A conference was arranged which brought her and a supporter together with the 20 pupils and a trained facilitator from the school staff. She found the conference to be very effective in addressing the problem and believed that the pupils responsible and other pupils had come to understand how hurtful the racist remark had been. In this case, the conference had been used instead of traditional disciplinary approaches and the teacher was satisfied with this, although she also said that it was not an easy process:

[It was] reassuring. It was a good circle. There was no menace. No hostility present….It was difficult. It was difficult for me as an adult. To open yourself up a bit more because you are changing the parameters so it is harder for a younger person too.

Among staff interviewed, a small number had reservations about the efficacy of restorative conferencing. One PT Pupil Support in a secondary school felt that, whilst it could be very effective in sorting out problems within friendship/peer groups, this depended to some extent on the attitudes and abilities of those involved. Sometimes pupils refused to participate or used the circle as forum in which to continue to pursue the argument:

I have actually experienced a conference where it was eight girls, you know? It was serious name calling, you know? Some nasty, nasty stuff.

Another teacher felt that pupils sometimes 'say what you want to hear'. She also felt that they were often articulate and able to manipulate situations in a conference.

Interestingly, it was in the special school that the greatest number of more formal conferences had taken place, and the largest number of families involved. These were felt by staff and parents interviewed to have been very effective. In one instance, community police had also been involved where there was a threat of arson by one pupil against another pupil. The police officer who had participated felt that this had been appropriate and very well-handled by the school. It was noted that one other Restorative Conference had led to a young man changing his behaviour to some extent, but that it had also been very helpful to his parents. They had had a chance to listen to their son's views on an issue of real importance to him and this seemed to offer them a new perspective on future plans for him.

The Headteacher had usually used her room for these meetings but felt, on reflection, that this was not the best setting, and was looking for a less formal room for such meetings in future. The strong home-school relations in this small school seemed to make these meetings less unusual than they might have been elsewhere. A Restorative Conference was clearly not seen as a 'soft option' here and one teacher here noted, 'parents must find it very difficult to listen to the harm/hurt that their children have caused'.

In another secondary school (Tolmount Secondary), the Headteacher felt that more formal conferencing had worked in some cases but where more people were involved and the issues were more complicated, there had been a mixed response from participants. A key staff member in another school remarked 'it will only work if someone admits blame and that will not always happen'. An earlier attempt at full conferencing also took place in Highland LA area and was subsequently felt to have been counter-productive and it had attracted widespread local publicity.

Overall, although the use of formal conferencing was limited, it was clear that it had been used for a variety of reasons, some relatively serious, and staff involved felt that there had been some significant success. Staff involved still preferred to avoid the use of the word 'conference' perhaps as a way to keep even these more formal meetings as 'low-key' as possible. It is not clear whether staff involved in the less successful conferences were less well trained, lacked practice in using the skills or perhaps lacked some confidence, but it may be that some of these factors had an influence.

Formal Conferencing; views of pupils and parents

Few interviews with pupils who had been involved with a conference took place. However, 4 pupils from different schools commented that they had found it useful. Two parents interviewed had children who had been involved in a Restorative Conference and felt that it had been effective. One mentioned that it has had a major impact on her child and that it had helped him to become more accepted by the other pupils. She also felt that it had helped to make the child take more responsibility for his/her behaviour. Another parent felt that that the conference had had a strong and positive impact on their child.

In summary, a range of approaches to conferencing developed in schools. Informal meetings and conferences of various kinds were increasingly common and felt to be very effective. More formal conferencing was less extensively used in general but individual schools reported some very positive outcomes from its use.

5.3 Summary - Restorative Practices in schools

The findings reveal a breadth and variety of Restorative Practices in these pilot schools. Key school staff often echoed the views of LA key informants that a low-key, preventative approach was preferred where possible, and especially where they could take an existing practice and integrate RP with it. These key staff talked about specific practices such as conferencing or restorative language or mediation but they also often talked about the need for a 'Restorative approach'. There seemed to be a shared basic understanding of the term 'Restorative Practice'; but many different views of how this manifested in practice. The views of staff with any involvement with RP were largely very positive, although there were conflicting views about time as an issue. The views of pupils were very positive overall and their criticisms few. They particularly valued the time spent with them to work restoratively.

In summary:

• There were strong links with a number of other initiatives aimed at 'Better Behaviour, Better Learning'
• There was widespread interest in and support for RP on the part of a range of staff
• In primary schools staff often saw RP as being about ethos and fitting with their own ethos
• Interest in RP in secondary schools often arose initially out of a concern about discipline
• Restorative ethos building became increasingly central to schools' implementation, particularly in primary schools but also increasingly in secondary schools
• A broad range of Restorative Practices developed in schools
• RP was seen as highly effective by most school managers
• There is a developing focus on the wellbeing of all pupils through RP, rather than only on pupil disruption and disengagement
• Many schools made significant progress in permeating their daily interactions with restorative language
• Staff valued the structure offered by restorative questioning and scripts
• Restorative meetings, informal conferences and mini-conferences were common and found to be valuable
• Formal conferencing was little used
• There was a focus on embedding RP within the PSE curriculum
• RP still sat alongside traditional punitive responses in some schools, raising some issues about their compatibility
• Emphasis on RP for conflict resolution among staff is generally at a very early stage
• Most energy has gone into developing pupil-focused restorative approaches
• Conflict resolution by staff in relation to both pupil /pupil and staff/pupil conflict is common
• Restorative enquiry was seen as effective by staff and pupils
• Pupils valued the time taken to explore difficulties
• Pupils felt it 'got things sorted'
• Pupil peer support was seen to link closely with RP
• Pupil peer support and mediation were used extensively and were largely seen as helpful by both staff and pupils.
• Several schools indicated a clear reduction in their internal disciplinary referrals.

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