How to Develop a Restorative Culture in Schools? An Educational Psychology Podcast Episode.

This week at the time of writing marked the second school-based job interview that I’ve been in that required me to demonstrate my knowledge of restorative action plans and my awareness of a restorative culture within a school setting. It turned out my knowledge was already pretty good, but I wasn’t sure what a restorative culture was, I had no idea how to concisely phrase it in an interview and I wasn’t able to mention the full extent of my knowledge. A lot of other aspiring psychologists and qualified educational psychologists are not aware of what a restorative culture is within a school, much less how to cultivate a restorative culture. Therefore, in this educational psychology podcast episode, you’ll learn what is a restorative culture in schools, how to develop one and I’ll focus on how to phrase this knowledge in a potential interview. If you enjoy learning about educational psychology, improving classroom behaviour and psychology job interviews, then this will be a great episode for you.

Today’s psychology podcast episode has been sponsored by Gamification of Autism: A Guide to Clinical Psychology, Psychotherapy and Mental Health. Available from all major eBook retailers and you can order the paperback and hardback copies from Amazon, your local bookstore and local library, if you request it. Also available as an AI-narrated audiobook from selected audiobook platforms and library systems. For example, Kobo, Spotify, Barnes and Noble, Google Play, Overdrive, Baker and Taylor and Bibliotheca.

What is a Restorative Culture in Schools?

Restorative approaches offer schools a flexible and innovative alternative to the punitive systems and sanctions that are typically used in schools, like detentions, exclusions and isolations, to manage behaviour in schools. These approaches aren’t a soft solution but they’re an additional tool that schools can use to create positive outcomes from negative behaviour and actively reinforce the view that inappropriate behaviour isn’t acceptable and it needs to be addressed.

In addition, restorative approaches were first used by the native cultures of New Zealand because communities would come together to discuss wrongdoings and agree reparation. Then these approaches grew to become used in the criminal justice systems of Canada, New Zealand, Australia and the United Kingdom. These restorative approaches have been found to significantly reduce reoffending and symptoms of post-traumatic stress disorder in victims of crimes.

Afterwards, restorative approaches started to be used in schools in New Zealand and Australia in the 1990s and in the UK, Lewisham Borough Council subsequently piloted the use of restorative approaches in schools with great success. These approaches quickly spread to a range of other schools.

In addition, restorative approaches are used in schools to help deal with bullying, truancy, classroom disruptions, friendship disputes, anti-social behaviour, relationship breakdown between staff and pupil as well as building a stronger sense of community and belonging.

Furthermore, compared to traditional punitive interventions, restorative interventions see conflict as causing harm to a community and an individual, these interventions give the harmed party or those affected a chance to participate, encourages accountability, reintegration, and responsibility so this promotes change, and it brings those affected together to consider all viewpoints and find a solution together.

Personally, this is why I am a massive supporter of restorative approaches because let’s use the example of a classroom disruption where a child is shouting and screaming. This will impact a lot of people outside of the traditional viewpoint of the classroom disruption only impacts the child-teacher relationship. It will impact the staff in the other corridors and classrooms, it will impact all the children in the classroom and it might impact other children in other classrooms. Traditional interventions do not take this information into account, and no child screams and shouts for no reason.

There was a function behind this behaviour.

This is why restorative approaches allow you to understand the viewpoint, the reasons and why this happened in the first place, so you can understand how to prevent it in the future. And if you just throw the child in isolation for the day because of the shouting and screaming then they aren’t going to learn the devastating impact their behaviour had on others, it will not help them find better, more adaptive coping mechanisms for the future and it will not prevent this disruptive behaviour from happening again.

In fact, it might actually make it worse because if the child is simply thrown in isolation. Then it doesn’t allow the child to learn, sort out the distress and the root cause of the behaviour so they’re likely to be angry at the teacher, the teacher is likely to be annoyed at the student for disrupting their lesson and this will harm the pupil-teacher relationship. Therefore, in the future, the pupil might be less engaged in the teacher’s lessons, they might be more disruptive and they might cause more difficulties.

When in reality, all this drama and trouble could be avoided if the student was simply allowed to be listened to and understood and the student was helped to understand the harm of their shouting and screaming.

On the whole, restorative approaches can lead to a lot of positive outcomes in schools because schools that incorporate restorative approaches into their whole-school culture report significant benefits for staff as well as pupils. As well as restorative approaches focus on the following questions:

·       What happened instead of what have you done

·       Who has been harmed or affected instead of why have you done that

·       How can we involve everyone who has been affected in repairing the harm and finding a way forward instead of who is to blame

·       How can everyone do things differently in the future instead of what is the appropriate response to deter and punish the person at fault so they don’t do the behaviour again.

As you can see restorative approaches and their mindset focus on the solution instead of the problem, so everyone can find a solution, decrease the chance of it happening again and making sure that everyone is okay for the long-term.

What Are Some Other Benefits of Restorative Approaches in Schools?

Some other benefits of embedding restorative approaches in schools can include improvements in learning and teaching. Since restorative approaches reduce time spent dealing with re-occurring conflicts and they have a positive impact on attainment. This is because it means that teachers can actually focus on teaching instead of being classroom managers and having to deal with detentions and other ineffective punitive measures. As well as students can focus on learning.

Restorative approaches can improve the learning environment because it decreases exclusions and improves attendance at school, it reduces youth criminal anti-social behaviour, it reduces conflict and behaviour that disrupts the learning environment, and it ensures that pupils develop and consolidate valuable life skills. And restorative approaches improve job satisfaction amongst staff.

Now, I really want to take a moment to focus on the increase of job satisfaction amongst staff. This is critical in education for a wide range of reasons, but I want to focus on the recruitment and retention angle. In the UK, and many other countries around the world, there is a massive recruitment problem when it comes to teachers and from a young age, students are told point-blank by teachers themselves do not become teachers, do anything else. As well as you only need to look at the employment and government figures to realise that the vast, vast majority of teachers and other staff members in schools leave within five years, if not within the first year. This is one of the factors behind the degradation and annihilation of the UK’s education system. Therefore, if restorative approaches are an effective way to improve staff job satisfaction, retain them and prevent teachers and other staff from leaving the profession then this is a major reason why we have to incorporate restorative approaches into schools.

Moreover, it makes pupils feel heard and valued because it develops empathy in harmers as they hear how their actions have impacted others, it encourages students to take responsibility for their behaviour, it meets pupils’ needs when they’re harmed, it empowers young people to be part of the solution to the problem as well as it provides the opportunity to learn from the experience in a safe environment.

Personally, something that I am starting to notice more and more as I explore this topic is that essentially, restorative approaches are about bringing in the empathetic, compassionate and non-judgemental clinical skills that we use in psychological work and embedding them within the school to create a fairer, more understanding and compassionate educational system that actually allows children to thrive.

Lastly, restorative approaches can benefit school relationships because these approaches focus on restoring broken relationships and building positive relationship skills. The restorative approaches build these skills by developing emotional intelligence, it encourages adults to listen to young people and allow young people the opportunity to feel heard, it promotes healthy relationships between staff, parents and students, as well as it repairs, maintains and builds relationships between students and their peers.

In my opinion, the brilliant thing about restorative approaches in schools is that it teaches children life skills that aren’t being taught at the moment. Of course, restorative approaches complement the national UK curriculum in resilience building, Citizenship and PSHE and emotional literacy and intelligence, but the current teaching in schools just doesn’t go far enough. Children are struggling with how to respect others, how to develop healthy relationships and how to understand others. This is leading to a wide range of negative impacts and crimes, and as I’ve written about in my rape-focused podcast episodes if we teach children and young people how to have consensual, respectful and healthy relationships then the number of sex crimes will decrease.

Thankfully, restorative approaches in schools helps educators to provide teaching, knowledge and emotional intelligence for young people.

Summary of Benefits of Restorative Approaches in Schools

On the whole, we can summarise the benefits of using restorative approaches in schools as the following:

·       restorative approaches benefit students because these approaches meet their needs when they’re harmed, it encourages them to take responsibility for their behaviour, it enables pupils to develop and consolidate life skills, hear how their actions have impacted others, be a part of the solution, learn from the experience and makes them feel listened to and valued through the process.

·       restorative approaches benefit staff because it repairs, builds and maintains relationships between pupils and their peers, it enhances a positive learning environment, reduces time spent dealing with recurring conflict and promotes healthy relationships between pupils, parents and staff. As well as it promotes job satisfaction, develops emotional intelligence and has positive impacts on attainment.

·       These approaches benefit the whole school because it reduces exclusions and the need for internal sanctions, increases school attendance and attainment, reduces disruptive behaviour, creates a greater sense of school community, creates a positive learning environment, builds stronger relationships, reduces staff absences and better support for staff and better support from parents.

How Can Schools Implement Restorative Approaches?

As an aspiring or qualified educational psychologist, or even in a job interview for a school-based role, you might be asked about how to implement a restorative approach in your school. Therefore, in the rest of this psychology podcast episode, we’ll learn how to implement a restorative approach in the school and how you might phrase this understanding in a job interview.

How Do You Implement A Restorative Culture in Schools Using A Shared and Restorative Language?

Firstly, to implement a restorative approach in your school, you need to have a shared language because schools need to identify the appropriate language that will be used throughout the whole school by staff and pupils. This is because poor language can damage relationships and cause both staff and pupils to become defensive, so this can create inappropriate responses that can easily lead to poor behaviour.

Some examples of poor language by teachers can include:

·       Why is it always you?

·       He’s just like his brother. He’s nothing like his sister.

·       I can’t do anything with that kid.

·       I’m not interested.

·       What have you done now?

Some examples of poor language by students can include:

·       We were only joking

·       It wasn’t my fault

·       Other teachers let me do that

·       It’s not fair

·       They wouldn’t listen to me

Whilst this language is perfectly normal within a school and I’ve heard it a thousand times over my years in education, this is all problematic when it comes to creating a restorative approach within a school. Since the majority of the poor language by the teachers focuses on the problem, blaming the student and not focusing on the context and why it happened. Whereas the majority of the poor language from students focus on them not taking responsibility for their behaviour or understanding that their actions harmed others. These are all the opposite of what a restorative approach hopes to achieve.

On the other hand, restorative language focuses on using open-ended questions as well as reflective statements to encourage productive discussions and problem-solving. This is another way of de-escalating conflict. Some examples of good open-ended questions to use can include:

·       How did you feel when…

·       How do you feel now?

·       What happened?

·       What happened before that?

·       What happened next?

·       What did you think when…

·       What do you think now?

·       How can we put this behind us?

·       What can we do so this doesn’t happen again?

I’ll elaborate more on this point in a moment, but these questions, the wording and everything else that I’m about to mention will be very useful in job interviews for you, so please take note.

Another important aspect of restorative language is assertive statements because these allow teachers to set limits without creating conflict. For example, a teacher might openly say that they’re going to challenge a student about what they just said because it was inappropriate so the teacher and the student need to talk about it. Then the teacher can be assertive and add when the student behaves that way in their class it makes teaching very hard and the teacher feels disrespected and frustrated.

This is effective because it allows the teacher to feel heard and valued and set firm limits, it allows the student to start to understand the harm that they’ve caused and none of that wording was about blame or creating more conflict.

Finally, teachers and pupils should use “I” Statements because it helps both staff and students to state their side of a situation without laying blame or accusing anyone else. This is something that I’ve written about a lot over the years when it comes to reducing conflict.

On the whole, restorative language is about being open and respectful because it allows people to express themselves without blaming or accusing others. This means that everyone is less likely to become defensive or aggressive and this sets the stage for conflict to be resolved effectively using communication skills and empathy.

Personally, in terms of using this information in an interview, this section is immensely useful because there are always interview jobs in schools (at least for the roles I go for) that involve something about deescalating. I tend to answer having an open, honest and compassionate conversation that allows me to understand why a situation happened and what we can do in the future to prevent it. Yet now I can use the information from this section to improve my answer, be more detailed and use more examples.

For instance, I could give an interview answer along the lines of:

“To de-escalate the situation I would use techniques from restorative approaches so I would focus on having an open, honest and empathetic conversation with the student, because there had to be a reason behind the disruptive behaviour. I would ask questions like, what happened, what did you think when the situation happened, how did you feel when it happened and how can we put this behind us? These questions will allow me to understand what happened without blaming or accusing the student of anything. This means the student is less likely to get aggressive or defensive so we can have a productive discussion and use our problem-solving skills to identify ways to reduce this disruptive behaviour from happening again.

In addition, I would encourage the student and staff member to use “I” statements so they can explain their sides of the situation without blame or accusation. As well as I would use “assertive statements” to set limits without creating conflict.”

That was a mock interview answer that I just created off the top of my head, but I hope that it starts to get you thinking about how to use this information in job interviews, job applications and tasks to help you show off your knowledge and understanding.

What are Peer Support Programmes for a Restorative Culture in Schools?

Another way how educational psychologists can work with schools to create a restorative culture is to use peer support programmes. Since peer support programmes help students to build skills and it creates an emotionally literate culture in the school that a restorative culture needs to be able to thrive. Therefore, schools typically use either one or a mixture of peer mentoring, peer mediation and peer restorative facilitators.

Furthermore, the overall benefits of peer support programmes can include that it teaches students life skills, it promotes a culture of problem solving as well as cooperation, it raises self-confidence and self-esteem, it gives young people the opportunity to take responsibility, it creates open discussions on bullying and how it can be dealt with, it builds resilience in children and young people, it allows young people to resolve conflicts for themselves without involving adults and this saves teachers’ time, and it increases social skills and integration.

What are Peer Mentoring Programmes in Schools?

Peer mentoring programmes are relationship-based support schemes that match older and younger students together, and I’m sure that a lot of psychology students are familiar with this sort of scheme. I know when I was at university, there was a peer mentoring scheme where final year students could be paired up and mentor first year students. As well as when I reached third year, it was strongly encouraged that we joined the mentoring scheme so we could support younger students.

Anyway, peer mentoring programmes help students to get advice and older students serve as role models for younger students. As well as peer mentors can offer short- or long-term support who might be experiencing a variety of difficulties that negatively impact their school life. This reminds me when I used to be a SEN teaching assistant and I was supporting a diabetic child, one of my ideas to help him adjust to his new diagnosis was for him to be paired up with another type 1 diabetic student from the mainstream school. This would provide the SEN diabetic child with someone of the same age to talk to, share strategies with and it just might have been a little more helpful than a bunch of adults saying that everything was going to be fine.

It might have carried more weight if the same information came from another young person.

In addition, peer mentors can be used in both primary and secondary schools (I think for our international audience that is junior high and high school), and peer mentoring programmes can be tailored to meet the individual needs of the school. For example, a playground buddy, support the transition of new students into the school and a peer tutor.

Learning about peer mentoring programmes are important for aspiring and qualified educational psychologists because they highlight how to improve the sense of community within a school, how to effectively support students without hiring or delegating more staff and it can help the school to develop a supportive culture between staff and students.

What are Peer Restorative Facilitators?

Whereas peer restorative facilitators are when students in older year groups are trained to become peer conference facilitators. This is a critical part of a whole school approach to restorative approaches because it saves time spent by staff managing low level conflict because trained students can manage some of these issues. As well as this helps reinforce the shared language point from earlier because both the students and the staff are using the same practices to resolve conflict.

Personally, I think this is definitely something that I could talk about in psychology job interviews in the future, because this isn’t a topic that is very well known about. Therefore, this might help me to seem extra knowledgeable, creative and it might help me standout in interviews compared to other candidates. As well as I can mention how there are nationally recognised courses in the UK for young people to become restorative practitioners, like the Restorative Approaches Practitioner Training developed by SALUS. This training will also help students gain employable skills that will help them thrive in the future.

A mock interview answer might include:

“To further reinforce the whole school approach to developing a restorative culture, I would work with older students for them to become restorative practitioners using the nationally recognised Restorative Approaches Practitioner Training course developed by SALUS. This benefits the school because it means students can deal with some of the re-occurring low-level disruptive behaviours so staff can focus on teaching, it will give students employable skills and it will help create an emotionally literate culture in the school. This is critical for our restorative approach to work,”

As an aspiring educational psychologist, another reason why peer restorative facilitators are interesting to me is because I can see this as a method of boosting motivation, attendance within schools and it can make students feel heard, valued and trusted. A lot of students just don’t feel respected or listened to by teachers and staff members so this is why they can lack motivation to come and apply themselves in education. This is a good solution. As well as if we apply my favourite psychological theory “Bronfenbrenner’s Ecological Systems Theory” then peer restorative facilitators can improve the relationships between the student body and teaching staff, between peers and the student’s individual relationship with the school altogether.

What is Peer Mediation?

A final peer support programme for developing a restorative culture includes peer mediation. This is a useful intervention that schools can use to de-escalate incidents from potential conflict because peer mediation focuses on creating a constructive and positive agreement by focusing on the future and not the past. And unlike restorative conferencing, mediation can be successful even if no student or staff accepts responsibility for causing the harm.

What are Restorative Conversations and Circles?

Whilst the two other interventions or methods for developing a restorative culture within a school are specific interventions, restorative conversations and circles are a part of the everyday, smaller practices that schools can embed within their school culture to create a restorative approach at every level. Since restorative conversations and circles can promote emotional literacy and empathy, they can act as early intervention strategies to avoid the need for restorative conferencing, they can build healthy relationships between all members of the school community as well as they can be relatively flexible and informal whilst being very effective at reinforcing appropriate and consistent boundaries.

What I personally like about the flexibility and informalness of restorative conversations is that because they’re informal, they are much less likely to make the student defensive, resistant and want to blame others compared to if you take them to a formal room for a serious conversation. You can do these restorative conversations as part of a “corridor chat” or something else that’s informal.

Therefore, restorative conversations are, as you might expect, conversations that use restorative language between an adult and one or more young people. These conversations tend to go in the following way:

·       Hey student name, we need to talk about you being late.

·       What’s been happening?

·       What were you thinking or feeling when you were coming to class late?

·       Now that you’ve had time to think about what’s been happening, what do you think about it now?

·       Who’s affected by you being late?

·       What do you need to do to put things right?

·       What do I (the staff member) need to do to help you?

As you can see, this approach to a conversation about lateness isn’t about blame, punishment or making a student feel bad about themselves. This is simply an opportunity to them to explain what happened, why it happened and it gets them to take responsibility for their actions and think about what they can do in the future to ensure this doesn’t keep happening.

This is useful for aspiring and qualified psychologists to be aware of because they’re often asked to make recommendations and a lot of an educational psychologist’s work focuses on whole school approaches. Therefore, whilst it’s always useful to focus on the macro-system and the larger impact of the school system on students and staff. It is important to focus on the small actions that can be embedded into basic school practice to help reinforce and develop a larger restorative culture.

These small practices can also help to reduce the gap between management and school policy and what’s actually happening on the ground and in classrooms.

In terms of psychology job interviews, I think being aware of restorative conversations can be very useful, because it gives you another example to draw on, write about and explain how you would embed restorative conversations into the school as part of a restorative action plan and similar situations.

In addition, restorative circles take place between an adult and a group of young people, like a class, and these circles allow an issue to be discussed using restorative language. Also, they help to develop a sense of community responsibility, they educate pupils on restorative principles and practices and how the students themselves fit into these principles, as well as they allow each student to perform a “check in” and “check out” and this helps to create a more respectful and caring environment. Two final benefits are that restorative circles help to tackle classroom disruptions because all students are expected to take responsibility and they help to build better relationships between staff when used as the format for staff meetings.

These restorative circles tend to use the following type of questions:

·       We need to talk about being late to class. To do this we’re going to look at everyone’s needs and see if we can find a way forward.

·       What’s been happening?

·       What do you think or feel when someone comes into class late?

·       Now that you’ve had time to think about what’s been happening, what do you think about it now?

·       Who are affected by students coming into class late?

·       What needs to happen to put things right?

·       What do I (as staff member) need to do to help you?

Personally, I really like this approach because if you’re a student and a teacher is telling you that you’re disrupting other students and you’re causing harm to them, are you really going to believe them? I probably would as a child because I loved teachers, but there were likely a lot of other people in my class that wouldn’t believe the teacher. Therefore, by getting the students to tell other students about the harm in their own words, that can be very powerful, useful and it helps students to take responsibility for their actions.

Moreover, whilst the questions that a member of staff uses are important because they help to guide the conversation, need it restorative and they help everyone to benefit, they shouldn’t dominate the conversation. Instead, the conversation needs to be dominated by the students so they can have a conversation where there is no blame attached, it is respectful and dignified and the relationship between the students and teacher is maintained, or hopefully strengthened.

This is even more important to consider when we remember that simply asking a student “why are you late” can be rather confrontational and it doesn’t help resolve the issue for the future.

What is Restorative Justice Conferencing?

The final method of how to develop a restorative culture in a school is restorative justice conferencing. This is a formal conference process that requires a higher degree of preparation, planning, structure and follow up. Since this intervention needs a trained facilitator to co-ordinate the process because of the number of people participating and the nature of their roles. For example, social workers, carers, police, family and students. As well as restorative justice conferencing tends to be used in situations like the breakdown of the parent-school relationship, when incidents occur in the wider community, when other restorative practices have failed, the student being re-integrated after exclusion, after an incident and the student is at risk of being excluded, after an assault that isn’t being dealt with by the police, after the breakdown in friendship groups and after incidences of bullying.

Furthermore, restorative justice conferencing can be effective because let’s say a student did something seriously wrong in a school, like they broke a window because they were messing around. No one was hurt, it was cleaned up quickly and it didn’t cause any clear harm to any staff or students. Under the traditional punitive system, this student would likely be excluded because they damaged and broke school property.

However, if this student went to a restorative justice conference with themselves, the student’s head of year or pastoral manager, their parents, the school caretaker and a conference facilitator. Then they could help the student to realise the harm that the broken window caused to the school and the school community, the school could understand what was happening in the student’s life and why they did it, and they could work together to ensure that it doesn’t happen again. As well as it helps the student to stay in education, learn and they can thrive.

Building upon this, the likely consequences for the student who broke the window after a restorative justice conference can include an apology letter to the Head of Year, the student to help caretake after the school and the student to help organise a “safety at school” session for the year group.

I like this approach because at least some good actually comes out of this disruptive and negative behaviour, so others don’t make the same mistake.

Finally, in future psychology job interviews, this is something I would have to write about in any interview tasks because this sort of pops up from time to time. At least now I can understand and write about the sort of consequences and I can stress the need for helping the student to take responsibility for their actions and compassionately understand how best to ensure that this doesn’t happen again.

A mock interview answer might include:

“To help a student reintegrate into the school after an exclusion, I would call and coordinate a restorative justice conference. I would facilitate, plan, organise and follow up after the conference. I would ensure that it was attended by myself, the student’s Head of Year, the student and at least one parent. During the conference, I would use restorative language to help understand why the student was excluded in the first place, what they were thinking or feeling during the incident and I would ask how now that they’ve had time to think about the incident, how do they feel about it now. Also, I would ask the student and parent what we all can do together to ensure that the incident doesn’t happen again. This will ensure the student takes responsibility for their actions, they understand the harm they caused and we can productively find solutions to stop it happening again,”

Then if I was doing a mock interview answer on another situation, I would write about the consequences and not exclude them.

Educational Psychology Conclusion

I have really enjoyed today’s podcast episode because this is what I was talking about with my parents when I was really stressed about still being unemployed, I enjoy learning from my job interviews. I realised that one area I was not confident in and my knowledge was lacking in was restorative action plans and how to use restorative approaches within schools. This is why I researched and created today’s podcast episode. I wanted to learn, get better and reflect on how to use this information in job interviews.

Since in my experience, it is brilliant if you know the information, but if you can’t explain it in a job interview that comes across as knowledgeable, confident and actionable then it’s next to useless. Therefore, I really enjoyed learning about restorative approaches, understanding how to use them in schools and most importantly, how to possibly talk about them in job interviews.

To briefly recap this episode, restorative approaches offer schools a flexible and innovative alternative to the punitive systems and sanctions that are typically used in schools, like detentions, exclusions and isolations, to manage behaviour in schools. These approaches aren’t a soft solution but they’re an additional tool that schools can use to create positive outcomes from negative behaviour and actively reinforce the view that inappropriate behaviour isn’t acceptable and it needs to be addressed. As well as restorative approaches are used in schools to help deal with bullying, truancy, classroom disruptions, friendship disputes, anti-social behaviour, relationship breakdown between staff and pupil as well as building a stronger sense of community and belonging.

Finally, to wrap up this episode, if you’re ever in a job interview for a psychology-related role and you’re asked about restorative approaches, please remember:

·       To write about restorative language- respect, dignity and no blame

·       The need to help students take responsibility for their actions

·       Understand the harm that their actions caused

·       Restorative approaches are about understanding what happened and how to find solutions so the disruptive behaviour doesn’t happen again

If you remember those basics at the very least then you should be able to write more correct, confident and knowledgeable answers in your job interviews that just might help you stand out and hopefully get the job.

I hope you enjoyed today’s clinical psychology podcast episode.

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Educational Psychology References and Further Reading

A Guide to Developing a Restorative Culture in Schools by SALUS

Hopkins, B. (2023). The restorative classroom: Using restorative approaches to foster effective learning. Routledge.

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International journal of environmental research and public health, 19(1), 96.

Mas-Expósito, L., Krieger, V., Amador-Campos, J. A., Casañas, R., Albertí, M., & Lalucat-Jo, L. (2022). Implementation of whole school restorative approaches to promote positive youth development: Review of relevant literature and practice guidelines. Education Sciences, 12(3), 187.

McCluskey, G. (2018). Restorative approaches in schools: Current practices, future directions. In The Palgrave international handbook of school discipline, surveillance, and social control (pp. 573-593). Cham: Springer International Publishing.

Weber, C., & Vereenooghe, L. (2020). Reducing conflicts in school environments using restorative practices: A systematic review. International Journal of Educational Research Open, 1, 100009.

Zakszeski, B., & Rutherford, L. (2021). Mind the gap: A systematic review of research on restorative practices in schools. School Psychology Review, 50(2-3), 371-387.

Gomez, J. A., Rucinski, C. L., & Higgins-D’Alessandro, A. (2021). Promising pathways from school restorative practices to educational equity. Journal of Moral Education, 50(4), 452-470.

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