Restorative Practice in Health and Physical Education: Shifting the Norm from Punitive to Reparative

Abstract

Traditionally schools have been spaces that are punitive and have strict behavior guidelines that include zero-tolerance policies. Thus, conventional behavior management practices blame students and position them as rule-breakers. Consequently, all students, but particularly those who come from complex backgrounds, minority groups, and vulnerable home situations, are forced into harsh disciplinary regimes increasing their trauma. However, restorative practice was introduced to re-envision practices in schools to become more holistic, harmonious, emotionally intelligent spaces and take into consideration the real lives of young people. The purpose of this article is to provide an overview of what restorative practice is and the research carried out in physical education around this important topic. Further, we will present how restorative practice can be used in health and physical education settings in order to break away from traditional behavior management techniques and challenge the status quo for a more equitable, social, and emotional norm in trauma-invested schools today.

Additional information

Notes on contributors

Shrehan Lynch

Shrehan Lynch ([email protected]) is a senior lecturer in the Department of Initial Teacher Education at the University of East London in London, UK.

Justin Schleider

Justin Schleider ([email protected]) is a health and physical education teacher in Trenton, NJ.

Laura McBean

Laura McBean ([email protected]) is a physical education teacher and a doctoral student in the Department of Initial Teacher Education at the University of East London in London, UK.