The aim of the project is to create a systematic model of school culture that is based on different restorative practices (including restorative justice, non-violent communication, Gordons teacher´s school, art of hosting etc) that help to create healthy, professional and caring relationships. Good relationships are at the center of every organisation's culture. The model deals with relationships on all levels - student-student, student-teacher, teacher-teacher, teacher-management, school-parents etc. The goal is also to create the necessary guidelines and tools for the implementation of the model and support test schools in the implementation process. The project brings together educators and school representatives from Lithuania, Estonia and Great Britain and aims to prepare a community of practitioners in the field. It consists of mutual learning journeys and creating materials, guidelines, tools for schools to help them implement the model. We will bring together different concepts and competencies under the roof of “restorative practices” and use the best of every approach to create a sustainable model that could change profoundly school culture. The model will be tested out in schools during the project and best practices will be gathered and made available through the project website. As a result of the project schools will have all the necessary tools and support to implement this whole school approach when using different restorative practices: State of art of different restorative practices´ used in schools; Guidelines how to create a restorative school culture team; Self-check/assessment tool for the schools before getting started; Curriculum to prepare restorative practice practitioners in schools; Guidelines for implementing restorative practices in schools; Whole school approach implementation plan template; Framework to manage relationships in and outside of school; Description of different levels of implementation based on restorative practices; Descriptions and implementation guidelines how to use different methods based on restorative practices (restorative circle, conflict mediation, restorative conferencing etc); Tools to lead restorative conversations; Tools for reflection and planning next steps; Template to gather best practices. 18 pioneers in the field of education will be part of the program (including partner organization and school representatives). Learning from the project, new skills, strengthened capacity of participants and partner organizations and created tools will lead to new initiatives in the field of restorative practice in schools and through that more and more schools are able to transform their school culture to more supportive, healthy and holistic where teaching and learning can take place in deeply respective environment.
The aim of the project was to create a systematic model of school culture that is based on different restorative practices (including restorative justice, non-violent communication, Gordons teacher ́s school, art of hosting etc) that help to create healthy, professional and caring relationships. Good relationships are at the center of every organisation’s culture. The model deals with relationships on all levels – student-student, student-teacher, teacher-teacher, teacher-management, school-parents etc. The goal was also to create the necessary guidelines and tools for the implementation of the model and support test schools in the implementation process and create a network of practitioners and test out the developed tools in pilot schools. In short, the CSM addresses and influences these key issues identified in schools: Bullying Drop-out rates Wellbeing and mental health Lack of support for teachers Stand alone preventative programmes that do not create long lasting impact Poor professional communication skills Challenging relationships with parents The relational environment of the school which impedes effective learning
Over the last 3 decades, schools and educational authorities around the world are developing increased awareness of the importance of social and emotional well-being for a healthy learning environment. Growing research in the field and direct experience in schools shows that a strong focus on individual emotional well-being and the quality of relationships within the school community contributes significantly to the healthy thriving of a school. Focusing on working relationally and restoratively within and outside of classrooms contributes to enhanced academic outcomes, reduced instances of challenging behaviour, reductions in violence, bullying and absences. Such an approach helps to build connectedness, inclusivity, mutual responsibility and a sense of being valuable and valued members of the school and the wider community - for both the students and staff members (Thorsborne and Blood, 2013). A big part of this work is the focus on strengthening social and emotional skills. Research also supports that the effects of SEL and restorative programs for enhancing the social and learning environments of a school are greatly improved when a well designed, planned and implemented whole-school approach is applied.