Restorative practice is an approach to managing conflict and behaviour that focuses on repairing relationships rather than simply applying punishment. Instead of asking what rule was broken, it asks who was harmed and what needs to happen to put things right — an approach used by a growing number of UK secondary schools.
Where does restorative practice come from?
Restorative practice has its roots in restorative justice — an approach originally developed in the criminal justice system as an alternative or complement to conventional sentencing, focused on repairing harm between offenders and victims. It was adapted for schools in the 1990s and 2000s, first in Australia and North America, then in the UK, where it gained significant traction following research showing that punitive-only approaches often failed to change behaviour in the long term.
The Education Endowment Foundation has reviewed the evidence on restorative approaches in schools and found moderate positive effects on attendance and behaviour outcomes, though the quality of implementation is crucial — a poorly run restorative conversation can be counterproductive.
What does a restorative conversation look like in school?
A restorative conversation is a structured discussion, usually facilitated by a teacher or pastoral lead, that brings together the people involved in a conflict or incident. It typically follows a set of guided questions:
| Who is asked | Key questions |
|---|---|
| The person who caused harm | What happened from your perspective? What were you thinking at the time? Who has been affected and how? What do you think needs to happen to put things right? |
| The person who was harmed | What happened from your perspective? What has been the impact on you? What do you need? What would you like to see happen? |
| Both parties | What can you each agree to do differently going forward? |
These conversations are facilitated, not free-form. The facilitator's role is to ensure both parties feel safe to speak, that the conversation stays focused, and that an agreement is reached about next steps. A restorative conversation typically lasts 20 to 45 minutes.
When do schools use restorative practice?
Restorative approaches are used across a wide range of situations in secondary schools:
- Low-level conflict between pupils — falling out over social media, disputes in class, minor physical altercations
- Bullying — particularly where the goal is to address the dynamics of the relationship rather than only sanction the bully
- Pupil-teacher conflict — where a breakdown in the relationship between a pupil and a teacher is affecting that pupil's learning
- Post-exclusion reintegration — as part of a planned return to school after a fixed-period exclusion, to rebuild relationships with staff and peers
- Peer mediation — peer-led versions of restorative conversations, usually for lower-level disputes
Restorative practice is not appropriate in all situations. Most schools reserve it for cases where both parties are willing to participate and where there is a genuine relationship to repair. It is not used in cases involving serious safeguarding concerns or criminal behaviour, where external processes take priority.
Does restorative practice replace sanctions?
No — at least not in most UK schools. The majority of schools that use restorative approaches combine them with their existing behaviour policy rather than abolishing sanctions entirely. A student who disrupts class may still receive a detention, but a restorative conversation might also take place so that the pupil understands the impact of their behaviour on others.
Some schools — particularly those that have invested significantly in training and cultural change — move towards a primarily restorative model, reserving formal sanctions for the most serious incidents. These schools typically report lower exclusion rates and improved relationships between staff and pupils, though the journey requires sustained investment and staff commitment.
What happens if my child is involved in a restorative process?
If your child has been harmed and a restorative conversation is proposed, you should be told about it first. The conversation must be voluntary for the harmed party — your child should never feel pressured to participate. You can ask:
- Who will facilitate the conversation?
- Will a trusted adult be present for my child?
- What will happen if the conversation does not go well?
- Will there also be a formal sanction for the person who caused the harm?
If your child caused the harm and is asked to participate in a restorative conversation, this is an opportunity for them to take responsibility, understand the impact of their actions, and make amends — which can be more meaningful than a punitive sanction alone.
What should parents know about restorative practice and bullying?
Restorative practice can be effective for addressing bullying when:
- The bullying is not severe or persistent
- Both parties are willing to engage genuinely
- The facilitator is skilled and the process is properly supported
It is not appropriate as the sole response to severe or persistent bullying. In those cases, formal sanctions, investigations, and potentially external involvement (police, local authority) are more appropriate. A school that offers only a restorative conversation in response to serious, repeated bullying may be avoiding its responsibility to protect the victim. Parents should push for clarity on what sanctions are also in place.
Frequently asked questions
Is restorative practice evidence-based?
The evidence is generally positive but mixed. Studies reviewed by the Education Endowment Foundation suggest that restorative approaches can reduce exclusions and improve pupil relationships when well-implemented. The key variable is quality: schools that invest in proper staff training and a genuine cultural shift see better results than those that use restorative language without the underlying process. A badly facilitated restorative conversation can leave a harmed pupil feeling their experience was minimised.
What if my child refuses to take part in a restorative conversation?
Participation should be voluntary, particularly for the harmed party. If your child does not want to take part, they should not be compelled, and the school should explain what alternatives are in place. If a school is pressuring your child to participate when they do not wish to, that is worth raising formally with the headteacher.
How is restorative practice different from conflict resolution or mediation?
All three terms describe structured approaches to resolving disputes, but they have different emphases. Conflict resolution tends to focus on finding a compromise between two parties with opposing interests. Mediation is a neutral third-party process aimed at helping parties reach a voluntary agreement. Restorative practice specifically centres on harm, accountability and repair — the language of what was damaged and what needs to be restored. In school settings the terms are sometimes used interchangeably, but true restorative practice keeps the focus on the relationship and the harm rather than simply the disagreement.
Can I ask the school to use a restorative approach to resolve a conflict involving my child?
Yes. If your child is involved in a conflict at school and you believe a restorative conversation would help, you can suggest it to the head of year or SENCO. However, the school decides which approach to use, and the other party must also consent to participate. You cannot require the school to use restorative practice, but expressing a preference for it is reasonable and many schools will consider it.
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