Restorative Conversations

Restorative conversations are a process that focuses on identifying the root cause of harm, repairing this harm, building relationships, fostering a sense of community, and providing students with a framework that they can use themselves to resolve minor issues. This approach has been successfully implemented at our College for some time now, but it is not unique to just our setting. The process is often utilised in other schools, workplaces, mediation, and even in criminal justice systems. The power of restorative conversations lies in several key elements:

• Empowerment and inclusion
  They emphasise active participation from all parties involved. This inclusion fosters a sense of empowerment and allows individuals to have a voice in the resolution process they are taking part in.
  
  
• Focus on relationships
  Unlike traditional approaches that may have only possessed punitive measures, restorative conversations prioritise the rebuilding of relationships or simply establishing a non-social, working relationship and boundaries with the parties involved. This is crucial in resolving conflicts and addressing the hurt that may have been caused, as it acknowledges the interconnectedness of individuals within the community.
  
  
• Responsibility and accountability  
  This process encourages individuals to take ownership and responsibility for their actions. By acknowledging the impact of their behavioural choices on others, the responsible parties can work towards making amends, rebuilding trust, and not unwittingly repeating the action in the future.
  
  
• Understanding and empathy
  The restorative conversation process creates the space and time for open communication and the expressions of thoughts and impacts. This fosters a deeper understanding of each person’s perspective and promotes empathy, which is essential for resolving conflicts and preventing future harm.
  
  
• Collaborative problem-solving
  This approach focuses on problem-solving in a collaborative manner to seek solutions that satisfy all parties. Working together on student-driven solutions results in agreements that are more likely to be acceptable for all and ones that are more realistic in practice.
  
  
• Learning and growth
  Conflict is a part of life and developing skills aimed at conflict resolution is an important part of the learning process. All students will be exposed to conflict, whether it be at school, in the family home, in the workplace, or in teams and club environments. Instead of solely focusing on punishment, individuals actively participate in restorative conversations and are encouraged to reflect on their actions, understand the root causes of the conflict, and develop strategies for positive change.
  
  
• Community building
  This process contributes to the development of a strong sense of community. By addressing conflicts, no matter how small, openly and collaboratively, individuals within the community can work towards creating a supportive and inclusive environment. It helps to dispel rumour and speculation and focuses more on the facts associated with the scenario.

Restorative practices can easily be adapted to be culturally sensitive as they recognise the diverse perspectives and values within our College community. This adaptability enhances the effectiveness of restorative conversations and ensures that their impact extends beyond the immediate conflict resolution. By promoting a positive and collaborative approach to addressing issues, the long-term wellbeing of individuals and community is enhanced. They empower the individual, build and repair fractures in relationships, promote accountability, encourage empathy, and work towards social harmony within the College community.  

Leadership Passport Update 

I am once again pleased to report that more students have graduated from Level 1 of the Leadership Passport and now further their leadership development by focusing on the tasks in Level 2. Congratulations to all students who have made this transition but especially Molly Gibson (Year 8) and Coleen Dimal (Year 6) who have recently made this leap forward. Well done, ladies.

In total, we now have 127 students across Year 3 to Year 11 participating in this student leadership development model with quite a few now graduating from Level 1. Below is a breakdown of the total student involvement:

If your child in interested in beginning their journey in leadership skill development, please have them touch base with me at the College. It is never too late to start, and the process has no pre-determined timelines for completion. This means students work at their own comfortable pace, developing their skill set as they go. As the saying goes, the best time to plant a tree was 20 years ago, and the second-best time is today. It takes courage to volunteer for this process. Well done to everyone who has taken that first step already.  

Mr Craig Cullen

Assistant Principal – Middle Years