Restorative Justice ..

Find out more about Restorative Justice across the following areas:

Restorative Justice Works

  • Independent expert analysis finds RJ would benefit society by over £1billion read more.

  • RJC/Victim Support proposal for victims of serious crime would save £185 million read more.

  • RJC summary of Ministry Justice research into restorative justice read more.

Restorative Justice in Action

Ray and Vi Donovan met the young man who murdered their son Christopher. Hear their story.

Case Studies
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With Young People

Restorative practice with children and young people builds positive relationships.

Restorative processes are increasingly being used in schools, care homes and the wider community to address conflict, build empathy and understanding and strengthen relationships with and between young people.

Restorative processes give children and young people the insight and skills to deal creatively and positively with conflict - a lifelong skill set.

Restorative Practice in schools: 

Restorative practices are used in schools proactively to build relationships, promote discipline and prevent harm and  conflict occurring. Ofsted inspections have recognised the value of adopting this approach in schools:

 “Pupils value the restorative practices that help them understand right and wrong, and encourage them to take responsibility for their actions.” Ofsted report Upton Primary School, Bexley (2010) 

Headteachers are most effectively supported when agencies outside the school are also committed to Restorative Practice, to ensure that children and young people receive a consistent approach from all professionals working with them, whether inside or outside school. Areas across the country such as Croydon, Hull, Kent, Lancashire and Norfolk are leading this multi-agency approach to Restorative Practice. A report published by the Department for Education (April 2011) recommends that schools consider developing restorative ethos and culture due to its effectiveness at preventing bullying.

Headteachers who implement Restorative Justice see key benefits as:

  • Building a culture of respect and discipline in the school community
  • Increased staff confidence to deal with a wide variety of discipline issues including classroom management, bullying and low-level disruptive behaviour
  • Empowering pupils to take ownership of their behaviour to encourage self-discipline and responsibility to other learners and staff in the school community

Evidence of impact:

The RJC supports the development of evidence-based practice to help practitioners and Headteachers to learn from the growing body of research from around the country.  Key findings from recent evaluations include:

  • The use and effectiveness of anti-bullying strategies in schools, a report by Goldsmiths, University of London, published by the Department for Education (April 2011) found that "developing a restorative ethos and culture that supports the development of social and emotional skills and the adult modelling of positive relationships and communication were given the highest rating of effectiveness [in preventing bullying]."
  • The 2002 - 2005 national evaluation of Restorative Justice in Schools enabled Headteachers to adopt the approach based on strong qualitative and quantitative research. Since this evaluation numerous Headteachers have chosen to implement its use in their schools.
  • In Barnet, sixteen primary schools were trained in restorative justice. A 2008 evaluation by the local authority compared these schools with non practising schools and found a reduction in exclusions of 51% in RJ trained schools; compared to a 65% increase in exclusions in the thirty two Barnet schools that have received no RJ training. They also found increased confidence among school staff to deal with bullying and conflicts in the school.
  • An independent evaluation of Restorative Justice in Bristol schools found that restorative justice improved school attendance and reduced exclusion rates. For example, the Orchard School in Bristol used to have around 300 permanent exclusions every year. Since introducing restorative justice a few years ago this has fallen year on year – to this year being just one permanent exclusion. 
  • In Hull, a two-year Restorative Justice pilot involved all professionals in Children’s Services in the Riverside area. Over 3,500 staff from the Children’s Workforce were trained, including staff from twelve primary and two secondary schools. Evaluation of the schools revealed 73% fewer classroom exclusions, 81% fewer fixed term exclusion days, a reduction in verbal abuse between pupils and verbal abuse towards staff of over 70%.

 

13th Dec 2010 | Schools, Young People, Research

Further Reading about Restorative Justice