Comparison of the effectiveness of two forms of the Enhancing Relationships in School Communities Project for promoting cooperative conflict resolution education in Australian primary schools

Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict

“…In the first cohort to complete the ERIS programme, 12 schools were randomly assigned to either a full (seven workshops for implementation teams) or partial (two workshops) intervention over an 18‐month period (Trinder et al ., ). Teachers completed surveys pre‐ and post‐programme assessing conflict approaches (including responses to scenarios) and activities.…”

“…At post‐programme, full‐programme teachers, particularly members of the implementation team, evidenced a significantly more constructive view of conflict, greater understanding and reported use of integrative, constructive approaches to managing conflict and increased teaching of CR curriculum in classrooms. Researcher field notes from school visits indicated that full‐programme schools also engaged in more whole school changes in policy and practice, including instituting a constructive conflict resolution approach as standard practice for managing student disputes during playground supervision (Trinder et al ., ). The professional learning team members themselves reported making particular gains.…”

“…Finally, as noted earlier regarding the ERIS programme (Trinder et al ., ), numerous researchers have argued that adequate professional development for school staff is crucial and that teachers are often offered too little preparation and support (Elias et al ., ; Freeman et al ., ; Jones & Compton 2003; Walker, ; Wertheim et al ., ). Providing expert consultative support to school teams engaged in new projects has similarly been identified as a significant facilitating factor in programme implementation (e.g., Firth et al ., ).…”