The results of a randomised controlled trial of a whole-school intervention designed to build a supportive school environment and reduce bullying found that it did not produce significant changes in the treatment schools.
The study, published in Journal of Youth and Adolescence, evaluated the Restorative Practices Intervention to assess the extent of implementation and changes in school connectedness, positive developmental outcomes, and bullying. The intervention involves training all school staff on how to carry out 11 restorative practices (eg, communication approaches that aim to build stronger bonds among leadership, staff, and pupils such as using “I” statements, encouraging pupils to express their feelings).
For the randomised controlled trial, Joie Acosta and colleagues collected baseline and two-year post survey data from pupils in grades 6 and 7 (Years 7 and 8) at 14 US middle schools. Schools were randomised so that seven schools received the Restorative Practices Intervention and seven did not.
The results of the study suggest that the intervention did not produce any significant changes in the treatment schools. Intervention schools did not report more school connectedness, better school climate, more positive peer relationships, or less victimisation. Indeed, the Restorative Practices Intervention only delivered a modest amount of restorative experiences, and not much different from the amount control schools received.
However, pupils’ self-reported experience with restorative practices significantly predicted improved school climate and connectedness, peer attachment and social skills, and reduced cyberbullying victimisation. The researchers conclude that, while more work is needed on how interventions can reliably produce restorative experiences, this study suggests that the restorative model can be useful in promoting positive behaviours and addressing bullying.
Source: Evaluation of a whole-school change intervention: findings from a two-year cluster-randomized trial of the restorative practices intervention (March 2019), Journal of Youth and Adolescence, 48