Building and sustaining a restorative school community

The purpose of this research was to explore the ways in which restorative school communities may be built and maintained. The research adopted a participatory action research methodology, taking place over cycles of reflection, research and action. Analysis was carried out using Reflexive Thematic Analysis. Findings highlighted that restorative approaches are best constructed as a philosophy over a programme, that centres on participation, curiosity, and community. They also highlighted the importance of creating spaces; for co-construction and reflection. Finally, the findings suggested that a restorative school community is one that appreciates the centrality of all relationships within school communities, whether this is in forging connections, in rupture and repair or in the way staff are supported. This research broadens the conceptualisation of ‘relational approaches’ as an approach staff ‘do’ with children to a thread that permeates all relationships within a community. This paper concludes by exploring implications, for both educationalists and EPs working with educationalists.