The impact of restorative approaches on well‐being: An evaluation of happiness and engagement in schools

Abstract

Advocates of restorative approaches (RA) often testify as to the positive benefits associated with participants' well‐being. A major confounding issue is the ability to evaluate such claims due to the flexibility of practices and delivery, thus making firm conclusions regarding the impact of RA on well‐being particularly difficult. The current research evaluates the potential effects on well‐being, specifically, happiness and school engagement. Three different RA models are evaluated using standard psychometric measures to assess the impact on the measured outcomes. Results indicate RA is likely to influence outcomes measure only in very specific contexts.

Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

“…Research has also shown that higher levels of well-being improve students' average school attendance and with it, indicators of motivation and commitment to learning (Oyarzún, 2018), preventing dropout and dropout-related phenomena (Torres-Vallejos, 2020). Likewise, its consideration has been brought to the fore in the reduction of violent behaviors among peers (Berger et al, 2009;Benbenishty and Astor, 2018), with fewer punitive practices associated with school suspensions and expulsion (Norris, 2018). Therefore, schools are an essential promoter of individual and social well-being for students.…”

Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review

“…Thirty-four studies conducted in seven countries (USA, 23; UK, 4; Australia, 2; Canada, 2; Croatia, 1; Japan, 1; Scotland, 1) were included in this systematic review. Of these, six studies are randomized controlled trials (RCT) [ 23 , 24 , 25 , 26 , 27 , 28 ]; one study is a follow-up survey [ 29 ]; one study is a correlational study [ 30 ]; one study is an interrupted time series (ITS) analysis [ 31 ]; two studies are nonexperimental design studies [ 32 , 33 ]; one study is quasi-experimental pre–post design study [ 34 ]; 17 studies are qualitative studies (in these, we considered single-case studies) [ 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 ]; one study is both literature review and a qualitative research study [ 52 ]; two studies are qualitative and quantitative studies [ 53 , 54 ]; two studies are quantitative studies [ 55 , 56 ].…”

“…Twenty-six studies [ 24 , 25 , 26 , 27 , 28 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 41 , 42 , 43 , 44 , 45 , 48 , 49 , 50 , 51 , 52 , 54 ] within the projects for the implementation of restorative justice and restorative practices at school provided for the activation of training courses in restorative justice and the use of its practices. The training of teachers, school staff, and students has made it possible to sensitize the entire school to the restorative approach; supporting openness to change in school policy and facilitating the application of the restorative approach to the whole school; transferring knowledge and skills; making students and teachers autonomous in the activation and management of restorative practices; develop skills to manage and deal with conflicts independently; enable students to become active members of school life and decision-making processes on issues that concern them.…”

“Students can change a school”: Understanding the role of youth leadership in building a school culture of peace

“…As we do here, their narrative provides more evidence that building a peaceful and equitable school culture must be a central aspect of policy, processes, and curriculum for optimal results. Similarly, Norris () explores the impact of restorative approaches (RA) on student engagement. Her findings resonate with ours in several interesting ways.…”