Meeting School Requirements

There are limits to the range of sustainable provision that schools can make for their students. These limits are defined by the organisation, scheduling, arrangements and practices within the school.
And schools have requirements of their students. To a greater or lesser extent, most schools require students to be

• at school - all day, everyday (in uniform?)
• responsive within narrow timelines
• in class and on time, every time 
• ready for work - physically, emotionally, financially (with fees, materials & equipment), tasks completed, necessary prior knowledge & skills 
• on task
• compliant with school rules - no harm, no disruption & no offense to others 
• able to acquire necessary out-of-school resources
• able to complete out-of-school tasks (homework, work experience....)

These requirements are very reasonable for the vast majority of students. However it is virtually impossible for some high needs students to meet these requirements because of the combined effect of

• poverty
• ineffective parenting (especially lack of social and emotional learning)
• fight/flight responses
• family arrangements
• health issues (ASD, ADHD, PTSD, various disabilities...)
• cultural differences
• fragmented attendance
• ... 

For many students (80%?) school's requirements are rarely an issue. But, for high needs students the requirements can be an on-going moment-by-moment challenge, especially when things go wrong!!

Restorative Practices can be helpful in acknowledging and addressing these factors and thus help more students meet the school's requirements resulting in better outcomes for all.

Doubts about Restorative Practices

I am noticing more expressions of doubt about the efficacy of Restorative Practices (RPs).  

The implications are that we may need to communicate better with our 'constituents':

1. RPs are not a panacea - it is not always the only answer to the immediate problem
2. We don't use RPs as an either/or strategy - it is an important (but not the only) part of what we do to repair relationships and the harm done when things go wrong between people.
3. RPs are not just a form of high support - done properly they exert a high level of control and are also challenging to all concerned (ref. The Social Discipline Window)
4. RPs are not done TO or FOR 'offenders'.
5. Restorative Practices need to be done professionally - critics often see RPs as an amateurish activity, and perhaps that is what they have seen.