Supporting Restorative Practice in Schools: Implications for Educational Psychology

Schools are seeking alternatives to traditional punitive measures with restorative practice emerging as a leading approach. Restorative practice is a values-based approach grounded in the principles of respect, responsibility, and relationships. It aims to teach prosocial skills, build relationships, and guide behaviour. This thesis explores the use of restorative practice in schools. A systematic literature review synthesised teachers’ experiences using restorative practice with early adolescents in mainstream schools. Between 2012 and 2022, eight peer-reviewed qualitative and mixed-method studies met the inclusion criteria and were synthesised. Five themes relating to teachers’ experiences of implementing restorative practice were identified. Findings underscore the need for systemic change in schools if restorative practice is to be effectively implemented, emphasising the importance of relationships and leadership support. The empirical study focused on understanding how schools promote a restorative culture informed by the experiences of school leaders. Employing a qualitative research design, nine mainstream primary school leaders from across Ireland were interviewed. Following thematic analysis, findings suggest that the restorative practice journey begins with practical actions and evolves into a subtle cultural transformation, marked by enhanced student autonomy and a more harmonious school environment. Implications of both the systematic literature review and empirical study are discussed in relation to educational psychology practice.