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A RESTORATIVE SCHOOL HAS BEEN VARIOUSLY DESCRIBED.
Elements of one perspective are
A Restorative School:
• Bravely takes a new look at traditional processes of educating;
• The centrality of judgment, deficit and failure is replaced by appreciation, alternative possibilities and hope;
• Issues are addressed rather than students punished;
• Teachers see themselves in relation with their students and their parent, not as authorities over them.
• When disciplinary offences occur, the focus is on restoring relationship rather than restoring authority.
• The spirit or being of each student is maintained and grown.
• The school community is committed to the integrity of all its members.
• People speak respectfully of one another, including teachers, students and their families,
recognising that all families want success for their children.
• Teachers and students look forward to the challenges they meet at school.
• The voice of every student is heard rather than drowned out by the weight of the loudest or weightiest.
• Excellence is sought in respectful relationship.
• Ensuring that everyone belongs to the school community is valued more than offering privileges to a few.
• Hospitality is extended to parents and visitors.
• The communities of care around the school and its students becomes very visible.
• Students learn that living in a complex community is not only possible, but enjoyable.
• There are significantly fewer referrals to the Head teacher for bad behaviour.
• School achievement soars.
• We remember what we are here for in this school every day.” 1
1 Drewery, W. 2004, Restorative Practices for Schools: A Resource., 1st edn, School of Education, University of Waikato., Hamilton, N.Z.