"We ensure that children experience a consistent response when there are problems. We empower them to develop interpersonal skills aimed at helping them solve problems themselves."
Here at Titirangi Primary School, we take time to identify what is making them feel unhappy or unsafe and then work with all parties to find meaningful solutions. We use these questions to scaffold and guide the reflective process:
What has happened?
Who has been affected and how?
What needs to happen to put things right?
What do we need to do to move forward?
Restorative conversations occur at a student/teacher level first and if necessary our Senior Teachers, Deputy Principals or Principal facilitate Restorative Circle conversations. This process requires all parties to be reflective and open to making a change.
Our restorative approach is based on international evidence-based research, supported by the College of Education, Health and Human Development, University of Canterbury, New Zealand.
"A restorative justice orientation towards dealing with violence and anti-social behaviour in schools create a culture of respect, care, and inclusion. Students are able to nurture and develop a sense of personal agency and social responsibility, contributing positively to an inclusive and safe society (Schumacher, 2014; Wearmouth, et al., 2007). Māori students benefit largely from restorative practices as they align with the Hui whakatika process, allowing them the space to incorporate their ways of knowing and learning (Berryman & Bateman, 2008). Parallels are also seen with the principals upheld in the Treaty of Waitangi."