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217) Bringing it all together When we bring this back to what is required for a whole school approach, we are suggesting that you cannot have RP without SEL and connectedness. The combination of both ends of the continuum (responsive and preventative) has a powerful potentiating effect. Couple this with sound pedagogical leadership to enable teachers to teach well, and leaders are able to create an environment that is 55 56 Implementing Restorative Practices in Schools conducive to both learning and healthy relationships.

When we have this, we have personal power, are in command of our self, interact in positive and productive ways, and are more likely to be optimistic, resilient and to improve the relationships around us. 3), on a weekly basis in terms of social emotional building programmes (circles and other pro-social skilling programmes and activities) and on a targeted basis (special SEL groups to deal with issues within the school, for groups and for individuals). This is dependent on understanding the issues within each community and the broader school population, whilst being responsive and creative to meeting these needs.

Awareness of our reaction and what triggers it is vital for recovering the situation and once again working in a more restorative or relational way. Being restorative is not something we turn on and off. Yet it does not preclude the need to set appropriate boundaries. We are aiming to be restorative at all times and, when we are not, we need to be aware of this and take responsibility for returning to the Restorative Practice in Schools restorative frame. It is a way of working that should inform everything we do.

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SGH-E800 REV35


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