At Hume Anglican Grammar our Behaviour for Learning Guidelines outlines our restorative practices that shift thinking from a traditional model of punishment for wrongdoers to one of education, accountability and meaningful change. This approach to behaviour management places relationships at the heart of problem-solving. It views wrongdoing as a violation of people, property and relationship and that these violations create obligations and liabilities that are acknowledged and shared.  Restorative practices seek to heal and put right the wrongs while addressing the needs of all and repairing the harm done to relationships. Restorative practices teach our students to be socially and emotionally competent, accountable for their behaviour and understanding that there is nothing they do (or don’t do) which doesn’t impact on others in some way.

A restorative approach offers new language to explore and develop student behaviour:

• What happened?
• What was your part in what happened?
• Where did it happen?
• What was the worst part for you?
• Who was involved?
• What do you think should happen next?

These questions encourage a fair process, whilst developing responsibility, accountability, and the repair of relationships that have been damaged. Students are engaged in meaningful dialogue about what they are doing or not doing and this dialogue includes discussions around emotions.

Restorative practices build self-awareness, social awareness, self-regulation, empathy, and perspective taking. Behaviour management and student discipline may be redefined as relationship development: students doing the right thing more often as an outcome of understanding and an increased sense of personal responsibility resulting in meaningful behaviour change.

Kristen Smith – Assistant Principal – Primary (Kalkallo)