1. Restorative Practice in School: a Psychological Perspective
Helen Cowie
University of Surrey
ESRC Restorative Justice Seminar,
University of Nottingham, September 2010
School - conflict is a natural part of everyday life, and a key part of social development.
Majority of children learn from this, and use their experiences to hone their abilities to handle
conflict and disagreement. However, some pupils are damaged by this, and experience
victimisation and persecution at the hands of their peers
ChildLine - more calls than for any other problem

2. What is restorative practice in school?
Concept of caring, inclusive community
Collective process of problem-solving
Work with victims and perpetrators
Also with whole school community
School - conflict is a natural part of everyday life, and a key part of social development.
Majority of children learn from this, and use their experiences to hone their abilities to handle
conflict and disagreement. However, some pupils are damaged by this, and experience
victimisation and persecution at the hands of their peers
ChildLine - more calls than for any other problem

3. Restorative practice involves…
…a cooperative rather than a punitive process with room for reconciliation and resolution of conflicts
School - conflict is a natural part of everyday life, and a key part of social development.
Majority of children learn from this, and use their experiences to hone their abilities to handle
conflict and disagreement. However, some pupils are damaged by this, and experience
victimisation and persecution at the hands of their peers
ChildLine - more calls than for any other problem

4. Zero tolerance approaches
Fail to make schools safer
Actually increase suspensions and rates of misbehaviour
Discriminate against minority groups and children with EBD
(APA Zero Tolerance Task Force, 2008)
School - conflict is a natural part of everyday life, and a key part of social development.
Majority of children learn from this, and use their experiences to hone their abilities to handle
conflict and disagreement. However, some pupils are damaged by this, and experience
victimisation and persecution at the hands of their peers
ChildLine - more calls than for any other problem

5. Working with the relationship
Counselling psychology principles in harmony with RJ practice
Problem-solving stance; congruence, empathy and unconditional positive regard
Narrative approaches value story-telling as a means of deepening understanding of complex issues
School - conflict is a natural part of everyday life, and a key part of social development.
Majority of children learn from this, and use their experiences to hone their abilities to handle
conflict and disagreement. However, some pupils are damaged by this, and experience
victimisation and persecution at the hands of their peers
ChildLine - more calls than for any other problem

6. Telling your story in supportive context is therapeutic
‘The basic experience of another person becoming a witness to one’s account of troubles is meaningful and worthwhile’ (McLeod, 2000)

7. Outcomes can include… A more nurturing school climate
Positive relationships among peer group
Opportunities for enabling peers to manage own emotions

8. Initially training was counselling-based
Active listening skills
Empathy
Problem-solving
Being non-judgemental
Regular supervision
Practice took place in a designated room
School - conflict is a natural part of everyday life, and a key part of social development.
Majority of children learn from this, and use their experiences to hone their abilities to handle
conflict and disagreement. However, some pupils are damaged by this, and experience
victimisation and persecution at the hands of their peers
ChildLine - more calls than for any other problem

9. Over time…
Peer supporters themselves preferred a less-structured approach
They suggested more informal approach, such as running lunchtime clubs
Need too to keep pace with new forms of bullying, such as cyberbullying
School - conflict is a natural part of everyday life, and a key part of social development.
Majority of children learn from this, and use their experiences to hone their abilities to handle
conflict and disagreement. However, some pupils are damaged by this, and experience
victimisation and persecution at the hands of their peers
ChildLine - more calls than for any other problem

10. Training also diversified…
More facilitators (not all trained counsellors)
Active role of NGOs (such as ChildLine and NSPCC)
Now over 50% of UK schools have some form of peer support in place
School - conflict is a natural part of everyday life, and a key part of social development.
Majority of children learn from this, and use their experiences to hone their abilities to handle
conflict and disagreement. However, some pupils are damaged by this, and experience
victimisation and persecution at the hands of their peers
ChildLine - more calls than for any other problem

11. Peer support also diversified…
Buddies or befrienders (friendship benches; running lunchtime clubs)
Offering a ‘drop-in’ room for support with difficulties
Mediation/conflict resolution
Peer mentoring (running workshops; looking out for vulnerable peers)
Cybermentors offer support in the Internet
School - conflict is a natural part of everyday life, and a key part of social development.
Majority of children learn from this, and use their experiences to hone their abilities to handle
conflict and disagreement. However, some pupils are damaged by this, and experience
victimisation and persecution at the hands of their peers
ChildLine - more calls than for any other problem

12. Outcomes for peer supporters
Peer supporters definitely benefit in terms of self-esteem, confidence, empathy, responsibility and doing something worthwhile in the school (Andres, 2007; Naylor & Cowie, 1999; Cowie et al, 2002)
Many bystanders appear to be afraid of becoming the object of peers’ aggression, and stay as outsiders
who do nothing to intervene)
Peer support is a form of defending at both the individual and cultural level (e.g. effects school climate)
PS contributes to an ‘ethos of care’ in the school by creating an atmosphere where pupils are encouraged to help
one another, with clear sanctions against bullying (Cowie 2002)

13. Outcomes for users
Appreciate the support (Naylor & Cowie, 1999; Cowie et al, 2002)
Bullied children feel safer (Andres, 2007; Smith & Watson, 2004)
Even in extreme situations find it helpful (Cowie & Olafsson, 2001)
Many bystanders appear to be afraid of becoming the object of peers’ aggression, and stay as outsiders
who do nothing to intervene)
Peer support is a form of defending at both the individual and cultural level (e.g. effects school climate)
PS contributes to an ‘ethos of care’ in the school by creating an atmosphere where pupils are encouraged to help
one another, with clear sanctions against bullying (Cowie 2002)

14. Outcomes for school ethos positive..
Peer support system reassures pupils, even if they don’t use it
Peer support system shows the school cares
Gives positive experience of school as ‘caring’
Social exclusion decreases significantly (Andres, 2007)
Many bystanders appear to be afraid of becoming the object of peers’ aggression, and stay as outsiders
who do nothing to intervene)
Peer support is a form of defending at both the individual and cultural level (e.g. effects school climate)
PS contributes to an ‘ethos of care’ in the school by creating an atmosphere where pupils are encouraged to help
one another, with clear sanctions against bullying (Cowie 2002)

15. But some difficulties…
Mixed effects on experiences and perceptions of school safety (Salmivalli, 2001)
Widespread lack of awareness of system (Cowie & Oztug, 2008)
Limited impact when not part of a whole-school policy (Cowie et al, 2008)
Some teachers remain sceptical (Smith & Watson, 2004)
Many bystanders appear to be afraid of becoming the object of peers’ aggression, and stay as outsiders
who do nothing to intervene)
Peer support is a form of defending at both the individual and cultural level (e.g. effects school climate)
PS contributes to an ‘ethos of care’ in the school by creating an atmosphere where pupils are encouraged to help
one another, with clear sanctions against bullying (Cowie 2002)

16. Restorative practice as part of a whole school policy…
…helps create an environment where children feel safer - and offers strategies to empower them

17. New projects… build on teachers’ and students’ willingness to play an active part
Many bystanders appear to be afraid of becoming the object of peers’ aggression, and stay as outsiders
who do nothing to intervene)
Peer support is a form of defending at both the individual and cultural level (e.g. effects school climate)
PS contributes to an ‘ethos of care’ in the school by creating an atmosphere where pupils are encouraged to help
one another, with clear sanctions against bullying (Cowie 2002)

18. Thank you for listening
Many bystanders appear to be afraid of becoming the object of peers’ aggression, and stay as outsiders
who do nothing to intervene)
Peer support is a form of defending at both the individual and cultural level (e.g. effects school climate)
PS contributes to an ‘ethos of care’ in the school by creating an atmosphere where pupils are encouraged to help
one another, with clear sanctions against bullying (Cowie 2002)