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Bitel, Mark. Preliminary Findings from the Evaluation of Restorative Justice in Schools.

The preliminary evidence from the pupil surveys does not show clear effects between the schools which are in the pilot (programme schools) and the comparator schools (nonprogramme schools). However, when comparing the pre- and post-intervention surveys in schools that have implemented restorative practices to a significant degree, there are clear trends that suggest that restorative practices are having a significant effect. (excerpt)

Boulton, John and Mirsky, Laura. Restorative Practices as a Tool for Organizational Change: The Bessels Leigh School

The Bessels Leigh School, in Abingdon, Oxfordshire, England, a residential special school for boys with emotional and behavioral difficulties, age 11-16, has seen a remarkable change in culture, due to restorative practices. Via restorative processes both formal and informal, the approximately 28 pupils are encouraged to express their emotions and feelings and consider those of others. In a very powerful way they are made aware of the consequences of their behavior and can recognize the harm that their actions have caused. In partnership with the IIRP and Real Justice UK and SaferSanerSchools UK, Bessels Leigh School is on track to become a demonstration school for restorative practices in the UK. (excerpt)

Edgar, Kimmett and Bowen, Gillian and Bitel, Mark and Bowen, Gillian and Thurlow, Jane and Bitel, Mark. The evaluation of the Lambeth Restorative Justice Conference Pilot Project in Schools.

In May 2000, the Youth Justice Board in England initiated a plan to test, in two schools in Lambeth, restorative justice approaches in response to robbery and bullying in school settings. This was part of the Board’s overall exploration of interventions that might reduce youth crime. The project was devised in partnership with the Metropolitan Police in Lambeth. To evaluate the project, the Youth Justice Board engaged Partners in Evaluation and the Oxford Centre for Criminological Research. The evaluation, reported in this document, reviewed a number of key areas: levels of victimization, bullying, and robbery in the two schools; means for introducing restorative justice approaches in the schools; satisfaction of participants (victims and offenders) in the schools’ restorative justice conferences; short-term and long-term effects of the conferences on participants; and the larger effects of conferences, if any, on the nature and frequency of acts of victimization in the two schools. This paper presents research findings and analysis in these key areas, as well as a number of recommendations to enhance the use of restorative justice conferences in school settings. Additionally, several appendices provide further information on the study methodology, data-gathering, and research instruments.

Healy, Julie and Gribben, Marie and McCann, Cathy and Gribben, Marie. School Restorative Conferencing: A positive approach to keeping young people in the school community

The primary aim of the School Restorative Conferencing (SRC) scheme, which opened as a pilot in 2000, is to provide a positive approach to school inclusion for all through a restorative justice model.The project works with schools in the Southern Education & Library Board area and is based in Barnardo's Diamond House Centre, Moy, County Tyrone. (excerpt)

Hopkins, Belinda. Restorative Approaches in UK Schools

This presentation describes the growing interest in the UK in the development of Restorative Approaches within schools. It discusses the various ways in which this is happening, the evaluations that have occurred to date of these projects and the challenges that lie ahead. Abstract courtesy of the Centre for Justice and Peace Development, Massey University, http://justpeace.massey.ac.nz.

Introducing Restorative Practices into Scottish Schools

In 2004, the Scottish Executive allocated funding for a 30-month pilot project to introduce restorative practices into schools in three Local Authorities. An August 2007 evaluation report outlines the implementation process for the different areas and the progress made in establishing restorative practices in the school.

Lewis, Ivan. Speech to the Second International Restorative Justice Conference (The role of restorative justice and citizenship education in our schools)

It is clear that in Drayton School restorative justice has enabled pupils to become actively involved in their lives and the life of their school. But before we reflect on the valuable role that restorative justice may play in schools, I believe it is important to firstly consider the key elements of this approach. As its name implies, restorative justice gives individuals a real opportunity to put right what they may have done wrong. Effective conflict resolution is promoted through encouraging individuals to consider the feelings of others and the effect their actions can have on them. At its core, restorative justice is about individuals taking responsibility for their actions. These, among others, are essential elements of the citizenship curriculum in schools. (excerpt)

Lewis, Lesley. The Glasgow RJS: Restorative Practices in Schools.

In August 2004, The Restorative Justice Service (RJS) in Glasgow launched a Schools restorative justice conferencing service to four selected secondary schools across the city of Glasgow. (excerpt)

Lloyd, Gwynedd and Riddell, Sheila and McCluskey, Gillean and Weedon, Elisabet and Riddell, Sheila and Kane, Jean and Weedon, Elisabet and Stead, Joan and Riddell, Sheila and McCluskey, Gillean and Kane, Jean. Restorative Approaches in Scottish Schools: Transformations and Challenges.

This presentation will give some findings from our evaluation of a pilot project funded by the government in Scotland. I will mainly talk in my presentation about some of the important themes, issues and challenges that have emerged from the project. If conference participants wish to know more, they can attend a workshop with two university colleagues and two staff from Scottish schools, one elementary and one high school, offering some real, detailed stories from their schools. My intention is to inform, stimulate and perhaps provoke you with some ideas and to tell (and show you) a little about Scotland. (excerpt)

Restorative Practice in Schools Receives a Boost in the UK.

The Youth Justice Board and the Government’s Children’s Fund in the UK are sponsoring new programs to address misbehaviour in schools. The funding is part of a greater emphasis on using restorative justice by the government. Projects will address bullying, truancy, crimes, and other destructive behaviours, in the expectation that use of restorative processes will reduce the number of students expelled from school each year.

Rhondda Cynon Taf Youth Offending Team. Rhondda Cynon Taf introduces Restorative Justice to Welsh schools: News from the Rhondda Cynon Taf's Youth Offending Team

Following a successful bid to the Youth Justice Board - and with additional funding from Social Inclusion in Schools and the Crime and Disorder Strategy Group - Rhondda Cynon Taf is piloting a series of Restorative Justice conferences in five local schools.

Robb, Graham. Restorative Approaches in Schools: A Perspective from England.

This paper draws on my experience as a headteacher working in partnership with Thames Valley Police between 1999 and 2004 to implement restorative approaches to a secondary school. I will reflect on the conclusions of the Youth Justice Board evaluation report on the Restorative Justice (RJ) in Schools initiative and identify issues for developing restorative approaches in English schools. (excerpt)

Statement of Restorative Justice Principles in Schools

Lyndsey Sharp,a researcher with the Restorative Justice Consortium in London provides an overview of the development of the Consortium's Statement of Restorative Justice Principles as Applied in the School Setting.