By Cath Dykes, Head of Sidcot Junior School
At the heart of every school is a community: a living, breathing network of children and adults learning how to live well together. As educators, our role extends far beyond delivering a curriculum. We are also helping young people understand themselves, one another, and their place in the world.
Within our Quaker ethos, we are guided by values that prize peace, equality, truth, community and attentive listening. These values invite us to think carefully about how we respond when things go wrong, for example when relationships are strained, feelings are hurt, or trust is challenged. It is within this context that restorative practice has an important place in school life.
A growing need for relational approaches
We know that schools across the world are navigating increasingly complex social and emotional needs. UNESCO reports that one in three pupils globally experiences bullying each month. This data reminds us that, conflict and unkindness are not isolated issues, but part of a wider challenge that requires thoughtful, human responses. In the modern world, relationships are increasingly complex and therefore it is key to ‘restore’ them when they go wrong.
Restorative practice offers one solution; grounded in relationships, reflection and responsibility rather than punishment alone.
What do we mean by restorative practice?
Restorative practice in schools is not about avoiding consequences, nor is it a replacement for clear expectations and firm boundaries. Instead, it is an approach that helps children understand the impact of their actions, listen to how others have been affected, and take meaningful steps to make things right.
Research consistently shows that, when used well, restorative practices can improve school climate and reduce exclusionary discipline. A large‑scale study by the University of Chicago Education Lab found that schools implementing restorative practices saw an 18% reduction in suspensions, alongside improved relationships and students’ sense of belonging. These findings reinforce an important message: children learn best when they feel safe, heard and valued.
In our Junior School, restorative practice is modelled and supported by our Year 6 peer mediators, who are trained to facilitate restorative conversations at break times. This empowering approach not only supports younger pupils in resolving difficulties with confidence, but also develops leadership, empathy and responsibility in our oldest children, further strengthening our sense of community.
Listening with intention
One of the most enduring gifts of the Quaker tradition is the practice of deep listening; not simply waiting to speak, but truly hearing one another. Restorative conversations reflect this principle. They encourage children to voice their feelings, to be listened to respectfully, and to understand perspectives different from their own.
For younger children in particular, learning how to express emotions and empathise with others is a vital developmental step. Research suggests that restorative approaches can strengthen these social and emotional skills, supporting positive relationships between peers and between pupils and adults. At Sidcot Junior School, we further support this development through our use of the Zones of Regulation, which provides a shared language for emotions and helps children to recognise, understand and manage their feelings throughout the school day.
Supporting a kinder, more reflective culture
Schools are microcosms of society. Disagreements and unkind moments are part of growing up, but how we respond to them matters profoundly. In the UK, one local authority reported a 51% reduction in school exclusions after adopting restorative approaches, while exclusions rose significantly in comparable schools that did not use them.
While restorative practice is not designed as a standalone solution, it can play a quietly powerful role in addressing relational harm—including patterns of behaviour that, left unchecked, may develop into bullying. By focusing on accountability and repair, rather than blame alone, children are more likely to understand the consequences of their actions and to make better choices in the future.
This relational work is reinforced through a strong PSHE curriculum, with a clear and consistent focus on teaching children the importance of happy, healthy relationships. Through age‑appropriate discussions and shared reflection, pupils learn about respect, communication, boundaries and how to navigate disagreements with kindness and integrity.
A balanced, values‑led toolkit
It is important to be clear: restorative practice is not a ‘soft option’, nor is it appropriate for every situation. There are times when firm, immediate action is essential to safeguard children and uphold expectations. However, as part of a balanced educator’s toolkit, restorative approaches align closely with our Quaker commitment to peace, equality and community.
By embedding these practices thoughtfully, we offer children the chance to learn that relationships matter, that mistakes can become moments of growth, and that taking responsibility is a strength.
As educators, we continue to reflect on how best to support the children in our care. Restorative justice is one of many tools that can help us do this well—fostering understanding, resilience and kindness, and nurturing a school community in which every individual can flourish.