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How to become a restorative school: Part 2 – How to get it right

In the second of a three-part series on practising restorative justice, assistant head Tom Procter-Legg outlines what you need to do to foster a culture in which students take responsibility for their actions without the threat of sanctions

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I’m sitting with two boys talking about restorative approaches. If you read part one of this three-part series last week (“The case for embracing restorative justice” , 2 March), you will know that we are a restorative school. Slightly to provoke a response, I ask the boys the following: “So if you just have to talk about it, doesn’t that mean you get away with it?”

The boys are quick to jump in: “No, no – not at all”.

“So what’s worse, getting a detention or talking about the problem?”

Again, they are quick to respond: “It would have to be talking about it – because you are having to ...

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