Developing Educational Psychology Practice to Support Restorative Approaches in Schools

This Action Research (AR) project undertaken by a Trainee Educational Psychologist (TEP) explored the development of Restorative Approaches (RAs) in an educational setting (ES). The systematic review of literature highlighted the wide use and potential impact of RAs in Education. The TEP Researcher worked in collaboration with a specialist ES supporting children and young people with social, emotional, and mental health (SEMH) difficulties. Participants included the ESs staff, young people, and parents. The research examined the potential contribution of Educational Psychologists (EPs) including those in training, when supporting ESs in developing a restorative community. A range of practice including assessment, consultation, training, and intervention was undertaken. Findings are reported from ten critically reflective AR Cycles. The Framework for Critically Reflective Educational Psychology Practice (FCREPP; Rowley & Giles, 2020) was used to analyse and reflect on practice to promote growth. This created a Living Educational Theory (Whitehead, 1993) that suggests that TEPS and EPs can develop practice to support ESs to use RAs and add value through consultation and systemic approaches to enhance restorative communities. Implications for future practice and research are outlined.