“It’s so much better when we all listen to each other”: Exploring the impact of implementing a restorative approach within a primary school setting

Broadfoot, Lyndsay Monika (2023) “It’s so much better when we all listen to each other”: Exploring the impact of implementing a restorative approach within a primary school setting. PhD thesis, University of Glasgow.

Abstract

‘It’s so much better when we all listen to each other’: Exploring the impact of implementing a restorative approach within a primary school setting.

Scotland is an unequal society. This is illustrated through health and social measures, and the persistent gap in educational attainment between the richest and poorest households in Scotland. As a result, there is a focus on promoting equitable education within Scotland. The current research explored the impact of implementing a restorative approach in the context of promoting equitable education. A restorative approach has a relational focus and supports development of social and emotional skills and conflict resolution. Two strands run throughout the research, firstly, a focus on implementation and secondly, embedding restorative approaches within a whole school setting. Through a mixed methods design, the impact on pupils and school staff is considered, with a specific focus on relationships, school ethos and conflict resolution skills. Social networks of both pupils and staff were examined during the research through social network analysis.

Results of the study demonstrated positive impact in relation to several factors, including agency, autonomy and affiliation for pupils and staff, improved relationships across the school and improved problem solving and skills in conflict resolution. Furthermore, there was a positive increase in academic attainment within the school. In addition to positive results, the research process supported the development of an implementation guide to support schools with whole school implementation of restorative approaches in a Scottish context.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > LB Theory and practice of education; L Education > LB Theory and practice of education > LB1501 Primary Education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Chapman, Professor Chris, Wardle, Dr. Georgina and Barg, Dr. Katherin
• Date of Award: 2023
• Depositing User: Theses Team
• Unique ID: glathesis:2023-83978
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 06 Dec 2023 16:30
• Last Modified: 06 Dec 2023 16:30
• Thesis DOI: 10.5525/gla.thesis.83978
• URI: https://theses.gla.ac.uk/id/eprint/83978