Promoting a restorative culture in schools: Insights from school leaders

Abstract

Restorative practice is widely acknowledged as an approach to conflict resolution centred on repairing harm and proactively building relationships. The current study aimed to investigate the factors that contribute to the establishment of a restorative culture in Irish primary schools. Using sociocultural theory, this study explores how school communities adopt a restorative culture considering the interplay between social interactions and cultural influences. Employing a qualitative research design, nine school leaders from mainstream primary schools across Ireland were interviewed about their insights into promoting a restorative culture in their schools. Data were analysed using reflexive thematic analysis. Findings suggest that the restorative practice journey begins with practical actions and evolves into a subtle cultural transformation, marked by enhanced student autonomy and a more harmonious school environment. This process underscores the enduring commitment required to fully integrate restorative practice into the fabric of a school's culture.