Stepping off the merry-go-round: successfully transitioning to restorative practices in schools
Being convinced of the benefits of restorative practices in schools, the purpose of this study was to identify the factors that would lead to the successful implementation of restorative practices in a school setting. A review of literature suggested six key elements were necessary; a perceived need for a change, staff buy-in, training, student participation and ownership, the incorporation of restorative practices into daily routines, fully voluntary participation in restorative processes, and training for all staff before and after implementation. A survey was conducted in a small BC school that had implemented restorative practices beginning in 2010 in order to explore the factors that supported or inhibited the successful implementation of restorative practices. The results of this study supported four of these elements (all except for student participation and the daily use of restorative practices); and while there were no data refuting the other two elements, neither was enough data gathered to concretely support them. Recommendations were made as to how these elements could successfully be incorporated into implementation.