« Previous | Contents | Next »
Listen
1 INTRODUCTION
In 2004, as part of the 'Better Behaviour, Better Learning' Initiative, funding was provided by the Scottish Executive for a two-year pilot project on Restorative Practices ( RP) in 3 Scottish Local Authorities 2. The idea of RP in education in Scotland had first been introduced in a Scottish Executive Circular on School Exclusion in 2003. A team from the Universities of Edinburgh and Glasgow was commissioned to undertake an evaluation of the pilot project. In recognition of the challenge and time required for school change and of the early benefits of RP, the Scottish Executive has extended the period of the pilot project by a further two years. This evaluation report summarises the strengths and achievements of the implementation of RP in the first two years, 2004-2006.
The report sets the evaluation within the context of developments in Restorative Justice ( RJ) and RP in schools, internationally and in the UK. It then offers a short account of the Scottish context for the pilot project, describes the pilot project in detail and the evaluation methods. This is followed by a discussion of the findings from the evaluation and of the themes and issues arising from these findings.
This evaluation was collaborative; the nature of the data gathered and the methods used were negotiated with all stakeholders; with the Scottish Executive, the national Steering Group, with the 3 Local Authorities ( LAs) and with the 18 schools. The evaluation involved the collection of quantitative and qualitative data through a range of methods, including interviews, observation, surveys and documentary and school data analysis. At every stage, preliminary findings were discussed and revised in meetings with LA and school staff.
The report offers a broad picture of RP as it has developed in the pilot LAs and schools. We gathered some data that allows us to make comparisons across schools and LAs. Each school, however, had its own aims and planned outcomes for the pilot project and the evaluation focussed largely on how these aims and outcomes were delivered. We can therefore make claims about the strengths and achievements of individual schools and indeed LAs. However, in making comparisons and generalising from school to school, it is important to bear in mind the different local contexts and the ways in which they developed their own approaches. The implementation of Restorative Practices is still at an early stage in some schools and there is general agreement that while we can look at, for example disciplinary referrals and exclusion rates, it is too early to detect an overall measurable and sustained impact.
The RP initiative was only one of a number of policy initiatives designed to meet the agenda of Better Behaviour, Better Learning (2001) in Scottish schools. Therefore, even where an effect might be found, it is not, of course, possible to be certain that Restorative Practices was the only or main influence. Equally the simultaneous development of different (even if compatible) approaches in the same setting means that sometimes they merge into each other. Indeed from a perspective of school change and developing ownership this may be viewed as positive; however it means that formal evaluation of individual strands is complex.
This report has attempted to answer those questions inevitably asked about a pilot project. We describe what is meant by RP in Scottish schools, and give examples of how the funding was used and what RP looks like in practice. We ask if RP 'works', and if it is a whole school approach or more appropriately used as a focused intervention for pupils with challenging behaviour. This leads to a broader discussion about the relationship of RP with existing discipline and sanction systems. We also explore existing skills that contribute to RP, asking whether it was an entirely new approach and what training was required by staff to deliver it. We discuss different ways in which it can be introduced and what characterised successful schools.
The report concludes that Restorative Practices are not (nor indeed is there ever likely to be) 'the one right answer' to issues of discipline and control, given the complex range of pressures on and within education. Nonetheless, the evaluation indicates strong and clear benefits for both staff and pupils.
« Previous | Contents | Next »