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Developing student social skills using restorative practices: A new framework called H.E.A.R.T
Kehoe, Michelle Bourke-Taylor, Helen Broderick, David
Kehoe, Michelle
Bourke-Taylor, Helen
Broderick, David
Abstract
Students attending schools today not only learn about formal academic subjects, they also learn social and emotional skills. Whole-school restorative practices (RP) is an approach which can be used to address student misbehaviour when it occurs, and as a holistic method to increase social and emotional learning in students. The aim of this study was to explore the impact of RP on student behaviour from the perspectives of students and teachers. Six schools participated in interviews and focus groups. Students and teachers were asked about the use of RP and the impact on behaviour. Students and teachers identified five main themes: greater harmony, increased empathy towards others, awareness of one’s own behaviour and being accountable for that, increased respect, and reflective thinking. These aspects increase students’ social skills. This paper discusses a new framework which describes the positive impact of RP on student behaviour and thinking. The findings have broad implications for school communities and highlight the need to move towards more relational behaviour management approaches.
Keywords
Date
2018
Type
Journal article
Journal
Social Psychology of Education: an international journal
Book
Volume
21
Issue
1
Page Range
189-207
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled