Published on February 28, 2025
Restorative Practice is a whole-school teaching and learning framework that prioritises supportive, respectful behaviour. Not just a program with fixed steps and outcomes, Restorative Practice is a philosophy centred on building and maintaining positive relationships across the school community. This approach, grounded in empathy, open communication, and mutual respect, encourages students to understand how their actions affect others, and how to manage conflict peacefully, and make amends in constructive ways.
This approach marks a shift from traditional punitive measures by focusing on reparation and relationship-building. Instead of assigning blame and punishment, Restorative Practice brings everyone involved—students, teachers, and even parents—into conversations that address harm, foster understanding, and restore connection. It’s a collaborative process that creates a sense of accountability, strengthens community ties, and allows relationships to heal and grow.
Teachers play a pivotal role, not as disciplinarians but as facilitators. They guide conversations that encourage students to acknowledge the impact of their behaviour and take steps to repair the harm caused. This shift from punishment to growth helps build a school environment where trust is nurtured, relationships are prioritised, and students develop valuable skills in accountability and empathy. Many schools have found that this approach reduces negative behaviours and strengthens a culture of compassion and respect.
At Hunter Valley Grammar School, Restorative Practice complements the School’s commitment to creating a safe, inclusive, and collaborative community for students from Early Learning to Year 12. Visitors to HVGS often comment on the School’s warm, welcoming atmosphere and the way students engage in thoughtful, respectful dialogue, even when differences arise. Restorative Practice is building on these strengths, giving teachers tools to manage challenging situations effectively while enhancing a culture of trust and respect.
The HVGS journey with Restorative Practice is supported by Real Schools, an organisation helping schools achieve their potential through committed teachers, connected communities, and caring students. In partnership with Real Schools, HVGS is in the first year of a three-year project to integrate Restorative Practices across the School. Already, teachers report fewer types of disruptive behaviours. Over the next two years, HVGS will deepen and consolidate these practices, embedding restorative principles into the school’s culture and language—a key part of the School’s strategic goals.
A cornerstone of Restorative Practice is the power of language to heal. Through “affective language”—expressing emotions and their impact—students and teachers can better understand how words affect others. This mindful approach to communication helps to shape a culture of empathy, understanding, and mutual respect.
One of the most visible aspects of Restorative Practice is the use of Restorative Circles. These gatherings bring students and teachers together to share perspectives, discuss what happened, and work collaboratively to repair harm. They’re not about enforcing rules but fostering a deeper understanding of each other’s experiences. Restorative Circles create a space for open sharing, active listening, and turning conflict into connection.
At HVGS, Restorative Practice isn’t just about managing behaviour—it’s about building a resilient, united community. With the support of Real Schools, HVGS is cultivating an environment where every member feels valued, relationships are prioritised, and harm can be addressed constructively. Together, we’re creating a school culture where empathy thrives, and connections flourish.
Why are they standing in a circle?
Communicating in circles, is an ancient tradition, symbolising unity, equality, and inclusion. At HVGS, we use circles as a way of ensuring that all students are participating in the lesson or discussion. Sitting or standing in circle is a particularly effective way of engaging students in discussions about both their behaviour and learning.
What does this look like?
Using Past, Present, and Future prompts, the teacher facilitates the restorative process:
- Past: “Can you tell me a bit about what happened?”
- Present: “How do you think they might be feeling right now?”
- Future: “What do you think needs to happen to make things right?”
This approach encourages reflection, empathy, and accountability.