🔬 Restorative Practice That Isn’t Just Lip Service📝
Restorative Practice in Schools: Practical Strategies, Scripts, and Tools That Build Real Repair and Belonging
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I post weekly strategies and insights for professionals supporting children with social, emotional, and mental health (SEMH) needs.
I’m Kieran, a former teacher and current Youth Justice Education Officer. Each week, I share evidence-informed tools, practical advice, and real-world reflections to help you create safer, more inclusive learning environments.
📌 In this post: Why restorative practice is essential for children with SEMH needs.
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“I said sorry. Can I go now?”
We've all heard it.
A pupil mutters an apology under their breath, eyes rolling, desperate to get out of the awkward circle time. The adult ticks the “restorative” box, and back to class they go. Job done?
Not quite.
At its best, restorative practice transforms relationships, fosters accountability, and helps students feel safe and heard. At its worst, it becomes yet another performative exercise, rushed, forced, and disconnected from what pupils actually need.
In this post, we’ll go beyond the buzzwords and tick-box approaches. I’ll share:
📜 Realistic scripts to guide restorative conversations.
🧠 A printable visual guide to repair for pupils and staff.
🧑🏫 Staff CPD prompts to support meaningful rollout.
⚖️ Links to DfE and Ofsted expectations around behaviour and inclusion.
✨ Reflective challenges to shift your school culture, not just your language.
📜 Resource 1 - Realistic Scripts 📜
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