To what extent and in what ways do restorative approaches promote positive behaviour and wellbeing within the classroom setting and the wider school?

Abstract

This work focuses upon restorative approaches as a means of promoting positive behaviour and wellbeing within the classroom and the wider school. This involves an examination of how restorative approaches are conceptualised within the Scottish policy context and the literature, including an outline of the philosophy underlying restorative approaches. The societal, political and ideological drivers for change are also explored. Building on this, there is an investigation of how restorative approaches are operationalised within the classroom and the wider school, including a consideration of the potential tensions and dilemmas surrounding this. Finally, there is a thorough examination and discussion to establish the ways in which restorative approaches promote positive behaviour and wellbeing within the classroom and the wider school setting.  The main findings of the research suggest that whilst restorative approaches may not be the “right answer” (Kane et al, 2006), there are clear benefits to implementing them as a means of promoting positive behaviour and wellbeing.