Gillean McCluskey

Can restorative practices in schools make a difference

Schools in the UK looking for solutions to concerns about indiscipline have been enthused by the basic premise of restorative practice; the need to restore good relationships when there has been conflict or harm; and develop a school ethos, policies and procedures that reduce the possibilities of such conflict and harm arising. In 2004 the Scottish Executive funded a national pilot project on restorative practice and commissioned a team at Glasgow and Edinburgh Universities to carry out a two‐year evaluation of the pilot. In this paper, we discuss staff and pupil understandings and offer some exploration of the underpinning principles of restorative practice as it has developed thus far in schools. We explore the successes and challenges schools experienced and discuss the potential contribution of restorative practices for schools in challenging times. Finally we relate our findings to some critical arguments about the meaning and purposes of discipline and control in schooling.

‘I was dead restorative today’: from restorative justice to restorative approaches in school

This paper explores definitions and understandings of restorative practices in education. It offers a critique of current theoretical models of restorative justice originally derived from the criminal justice system and now becoming popular in educational settings. It questions the appropriateness of these concepts as they are being introduced to schools in parts of the UK and refers to a recent Scottish Executive funded pilot initiative to implement restorative practices in schools. The paper then reflects on some findings from the evaluation of this pilot project, outlines a new notion of restorative approaches and suggests that this broader conceptualisation may offer an important way in which to promote social justice in education and to reassess the importance and inevitability of conflicting social interaction and structures inherent in schools as complex social institutions.

Education and Gypsies/Travellers: "Contradictions and Significant Silences".

For centuries there have been strong tensions between Gypsy/Traveller communities and their nation states. Today, discrimination against Gypsies/Travellers in the UK is still so widespread that it has been described as the last ‘respectable’ form of racism. The paper argues that the experiences of Gypsies/Travellers, as they come into contact with the structures of education, reveal a continuing discrimination against one of the most disadvantaged minority ethnic groups in the UK; a discrimination that, at the same time, points to continuing ‘contradictions and significant silences’ within the UK government, and Scottish Executive, policy drive to reduce social exclusion.

What happens to pupils permanently excluded from special schools and pupil referral units in England

There is widespread consensus in the research and policy‐related literature over the last decade that young people who have been permanently excluded from school are at a far greater risk of a variety of negative outcomes than young people who have not had this experience. These negative outcomes include prolonged periods out of education and/or employment; poor mental and physical health; involvement in crime; and homelessness. This article presents evidence from a small‐scale qualitative study of destinations and outcomes post‐exclusion for a group of young people considered to be at particular risk of such negative outcomes: namely, those who have been permanently excluded from special schools or Pupil Referral Units (now known as short‐stay schools). The specific focus of this paper is on the 24 young people’s educational trajectories pre‐ and post‐exclusion; the reasons for their exclusion from school; and on what forms of alternative provision were available to them after their permanent exclusion.

Exclusion from school: what can ‘included’ pupils tell us?

Indiscipline in schools in the UK continues to be the subject of fierce debate. The views of young people as pupils in these schools continue to be marginalised despite their centrality to this debate and their ability to offer a unique set of perspectives. An exploration of the views of a generality of pupils suggests the need to challenge many of the most powerful assumptions about issues of exclusion, non‐attendance and disruption in schools but, significantly, also gives grounds for new hope.

Schools for the 21st century: The national debate on education in Scotland

In 2002, the Scottish Executive Education Department launched a national debate on schools for the 21st century. The debate elicited over 1500 responses and it is estimated that 20,000 people took part. This paper describes the main themes arising from the debate, highlighting the support for comprehensive education and the high level of trust in the quality and professionalism of teachers. The agenda for change was in terms of greater flexibility and choice in the school curriculum and of the need for well‐built and well‐resourced schools. The paper discusses this approach to policy formulation in the context of voter disengagement from politics and suggests that the Scottish Executive should attempt to sustain civic participation in education policy‐making as a way of developing a new politics in Scotland.

Children's rights, school exclusion and alternative educational provision

This paper examines findings from a recent study in Wales of school exclusion and alternative educational provision. Many, but not all, children in alternative provision have been excluded from school. The most recent statistics reveal that nearly 90% of pupils in alternative provision have special educational needs, nearly 70% are entitled to free school meals (free school meal entitlement is often used as a proxy indicator for poverty in the UK) and three quarters are boys (Welsh Government. 2012a. Pupils Educated Other than at School, 2011/12. Cardiff: Welsh Government). The paper focuses on analysis of findings about young peoples experiences of exclusion and alternative provision, and how these experiences may be contextualised within a discussion of childrens rights. This analysis suggests that young peoples experience is highly variable; that inappropriate curricula are still common, pastoral support uneven and that few opportunities exist for success or re-integration. In the most disturbing examples, young people were found to have experienced physical restraint and the use of isolation as punishment. The paper concludes, therefore, with a proposal for change aimed at ensuring that childrens rights are placed at the heart of educational experience in practice as well as policy.

Implementing restorative practices in schools: a practical guide to transforming school communities

It is now around ten years since restorative practices (RP) began to have a strong presence in educational thinking in the United Kingdom, and this book represents a welcome and timely addition to ...

The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis

This is the first study to estimate the association globally between violence in childhood on educational outcomes, addressing a significant gap in the current evidence base. Systematic reviews and meta-analyses were conducted to identify 67 and 43 studies respectively from 21 countries to estimate the relationship between different types of violence in childhood on educational outcomes including school dropout/graduation, school absence, academic achievement and other educational outcomes such as grade retention, learning outcomes and remedial classes. Findings show that all forms of violence in childhood have a significant impact on educational outcomes. Children who have experienced any form of violence in childhood have a 13% predicted probability that they will not graduate from school. Males who are bullied are nearly three times more likely to be absent from school and girls who have experienced sexual violence have a three-fold increased risk of being absent, AOR 2.912, 95% CI (0.904-4.92) and AOR 3.147, 95% CI (0.033-4.57) respectively. Violence in childhood also has a significant impact on childrens academic achievement on standardized tests. This study shows how different forms of violence in childhood contribute to inequalities in education-for both boys and girls and that an increased investment in prevention is needed in order to meet the global Sustainable Development Goals of ending violence, raising learning outcomes and creating safe, non-violent and inclusive learning environments. More work is also needed to further define, monitor and measure the link between violence in childhood and educational outcomes in order to achieve the Sustainable Development Goals.

It was better than sitting in a group and talking: An evaluation of a film-making project with young people in trouble or 'at risk' in school

This paper will explore some issues raised by an evaluation of a Scottish video making project which works with young people in trouble or ‘at risk’ in school. In the paper we reflect on the problems of evaluating work with troubled and troublesome pupils and on the difficulties of both collecting and presenting appropriate evidence. It offers a contribution to continuing debates over educational exclusion and inclusion and to the research literature on strategies for supporting young people in school. The paper also raises key questions about the planning and evaluating of support services for young people by schools.