Appreciative evaluation of restorative approaches in schools

Abstract

A restorative approach to conflict is being increasingly applied in schools around the world. Existing evaluation evidence has tended to focus on the impact on quantifiable outcomes such as number of behaviour incidents and rates of attendance and exclusion. This case study aimed to broaden the evidence base to capture a richer picture of the implementation and impact of restorative approaches (RA) from the perspective of a selection of staff in one inner-London primary school. The study adopted appreciative inquiry as the evaluation methodology in order to engage the participants in a meaningful and educative evaluation process. The staff reported with honesty and insight on the complexities of adopting restorative practice (RP) in their busy and demanding work context. They identified when, how and why RP works well at their school. The outcomes reported include the impact of RA on climate for learning, life skills, emotional literacy, behaviour and relationships more broadly, and more specifically the impact on speaking, listening, thinking and conflict resolution skills. They equally reported on when and why it is not always either possible or appropriate to engage in a restorative response to conflict. The findings of this evaluation highlight the importance of congruence between the values, practice and outcomes, and between different members of the school community. The findings are discussed in relation to other evaluation reports and also in terms of their implications for restorative practitioners and researchers.

Keywords:

• restorative practice
• evaluation
• appreciative inquiry
• school

Additional information

Funding

This work was supported by the Training and Development Agency for Schools (TDA) [grant number GR00410].