About this resource
Restorative conversations focus on repairing harm rather than only applying consequences. This guide helps teachers prepare, ask questions of the person who caused harm and the person affected, agree how to put things right and follow up.
Purpose
To help teachers guide conversations that repair harm and relationships.
Who it is for
Primary profession: Educators and school support staff. Also relevant for youth workers.
Client or participant group: Teachers and school staff.
Practice setting: Primary and secondary schools, after conflict or harm between students.
Suggested uses
- Playground conflict
- Classroom disputes
- Repairing relationships after incidents
- Staff professional learning
Instructions for practitioners
- Meet with each student separately first and check they are willing.
- Wait until everyone is calm.
- Keep the conversation focused on harm and repair.
- Do not use with bullying where there is a power imbalance without careful planning and safeguards.
- Follow up to check the agreement is working.
Accessibility considerations
Use visuals or drawings with younger students. Allow support persons.
Scope and limitations
A conversation guide. It does not replace school wellbeing, bullying or child protection policies.
Research basis
School-based social and emotional learning programs improve students' social skills, behaviour and academic results. Clear expectations, explicit teaching of routines and frequent positive feedback are evidence-based classroom practices; adjustments for students with disability are required under the Disability Standards for Education.
- Australian Government. Disability Standards for Education 2005. https://www.education.gov.au/disability-standards-education-2005
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
- Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380. https://doi.org/10.1353/etc.0.0007
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
