Research 11/04/2022

Beyond punishment: reframing behaviour in schools

By Paul Howard

Guidance report

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This document explores the broader context within which restorative practices are located and is intended to stimulate consideration of the most appropriate models of disciplinary practice in schools.

Restorative practice in schools is derived from the principles that underpin restorative justice, the central tenets of which are to repair harm to individuals, relationships and communities, instead of apportioning blame, handing down judgements and prescribing sanctions. Restorative practice is not merely a set of techniques for responding to conflict, but also a cultural perspective that is underpinned by values of fairness, empowerment, inclusion and responsibility. It is further informed by an acceptance of conflict as natural and by understandings of social relationships. Whether incorporated within the ways in which members of the school community communicate and interact on a daily basis, or within formal mediation settings, restorative practice integrates the skills of problemsolving, open-ended questioning, active listening, facilitation and emotional literacy.

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Improving school attendance by fostering a sense of community belonging

Since 2010, school absence rates in England have gradually increased, and were undoubtedly exacerbated by the Covid-19 pandemic. Despite a small decrease in persistent absences from 2022 to 2023, attendance rates have not yet returned to pre-pandemic levels. In this article, we explore the causes of persistent school absences, and identify promising interventions to ensure more pupils in England consistently attend school.

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Improving school attendance by fostering a sense of community belonging

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A global evidence review for policymakers: findings from meta-analyses of tutoring

Tutoring is widely acknowledged as an effective means of addressing learning gaps, and has become increasingly prominent in the wake of the Covid-19 pandemic. In this working paper, Dr Wayne Harrison and Professor Steve Higgins of Durham University and the Education Endowment Foundation summarise the latest global evidence about the effective use of tutoring, which together cite over 1,000 robust evaluations, to provide important recommendations for policymakers.

Research

Beyond punishment: reframing behaviour in schools

Paul Howard

Downloads

Beyond punishment: reframing behaviour in schools

Beyond punishment: reframing behaviour in schools (Guidance)

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Improving school attendance by fostering a sense of community belonging

Improving school attendance by fostering a sense of community belonging

A global evidence review for policymakers: findings from meta-analyses of tutoring

A global evidence review for policymakers: findings from meta-analyses of tutoring