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Lynne Russell – Director Restorative Justice 4 Schools.

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1 Lynne Russell – Director Restorative Justice 4 Schools


3  An understanding of how a community works  An understanding of our responsibilities to the communities that we are part of  Confront unacceptable behaviour  Praise acceptable behaviour  Model restorative approaches  Develop self regulating communities  An understanding of the skills needed to communicate with each other and a commitment to developing these  Communication skills - Listening, Questioning, Answering  Shared language

4  Communication skills ◦ Listening skills/Questioning skills/Answering skills  Shared language  Peer mentoring, mediation, facilitation, peer panels, support partners  Whole school/department staff meetings  Classroom norms  Restorative circles  Restorative conversations/statements  Restorative justice conferences


6  Happier and safer school  Mutually respectful relationships  More effective teaching and learning  Reducing exclusions  Raising attendance  Developing emotional literacy  Addressing bullying behaviours  Raising morale by culture of inclusion and belonging  Reduces entry into CJS  IT IS NOT A SOFT OPTION

7  A process for resolving conflict  A common language to resolve conflict  Focuses on the needs of the victim  Allows the wrongdoer(s) to understand the impact of their actions  Encourages wrongdoer(s) to take responsibility for their actions  Therefore creates accountability  Likely to change behaviour and build character

8  Develops a common language to discuss conflict  Creates a way to see your behaviour clearly and its affects on others  Creates a responsibility to learn from conflict  Creates a responsibility to behave better in the immediate future  Produces positive outcomes from a negative situation.

9 Creates positive outcomes from negative behaviour Restorative Justice 4 Schools Ltd9

10  What happened  Who’s responsible  What do sanction do I need to enforce to ◦ change behaviour ◦ deter others ◦ avoid reoffending  What happened  Who’s been affected  What needs to happen to put things right  How can I support this process to ◦ change behaviour ◦ deter others ◦ avoid reoffending Restorative Justice 4 Schools Ltd10

11  In a restorative school more emphasis is put on personal responsibility ◦ What we do when we have done something wrong ◦ AND when someone has done something wrong to us  When conflict happens there is a structure to resolve it  It allows people to learn from their mistakes so mistakes aren't repeated over and over

12  What happened  Whose responsible  What do sanction do I need to enforce to ◦ change behaviour ◦ deter others ◦ avoid reoffending  What happened  Whose been affected  What needs to happen to put things right  How can I support this process to ◦ change behaviour ◦ deter others ◦ avoid reoffending

13  RJ is not an opt out of punishment  Conferencing can take place along side punitive measures if the sanction is seen as unavoidable or constructive  Conferencing can take place and effective engagement would cause punitive response to become suspended.  Conferencing can produce a nominated sanctions, reparation or financial restitution  Young people can be asked to give an apology of actions not just words THAT SAID  It is considered more effective when made part of a no blame approach Restorative Justice 4 Schools Ltd13

14  Corridor Conference Script – non prep quick script to ensure that harm has been repaired  Acknowledged Harm – can be used for both informal and formal conferences but most often for preparation of these conferences In both circumstances the questions are the same for both the harmed person and the harmer

15  What happened?  What were you thinking (feeling) at the time?  What do you think (feel) about it now?  Who has been affected by what has happened? - In what way?  What has been the hardest thing for you?  What do you think needs to happen to make things right?

16 Restorative Justice 4 Schools Ltd16

17  By modelling the approach ◦ By promoting communication skills ◦ By promoting shared language  Curriculum – Citizenship – PHSE – English  Information ◦ Website ◦ Assemblies  Direct involvement ◦ Peer mentoring/mediation/facilitation/peer panels ◦ School council  Transition

18  Genuine apology  Acknowledgement of harm  Conflict stops  Resolution to the problem  Change of behaviour  Friendships/relationships can be repaired  Lessons are learnt  Not be in trouble  Promotes truth telling  YP take responsibility for their behaviour  Strategy for a better future  Not criminalised  Able to stay in education

19 Formal Informal Classroom Issue of Harm General Conversation Aim Lesson/Day Games Check In & Out Restorative Justice 4 Schools Ltd19

20 Within All Lessons Staff Model Approach Restorative Norms Check in and check out Restorative Language Restorative Justice 4 Schools Ltd Extra Curriculum Peer mentoring, mediation Restorative justice conferencing 20

21 Whole school training 3 Day conferencing facilitation training Peer mentoring/facilitation training Restorative Justice 4 Schools Ltd21

22 Collingwood Primary School 15 mins.

23 Restorative Justice 4 Schools – Facebook

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