Implementation of Whole School Restorative Approaches to Promote Positive Youth Development: Review of Relevant Literature and Practice Guidelines

Laia Mas-Expósito,Mònica Albertí,Rocío Casañas,Lluís Lalucat-Jo,Virginia Krieger,Juan Antonio Amador-Campos

doi:10.3390/educsci12030187

Abstract

Positive youth development highlights the promotion of skills through engaging and caring settings and building opportunities for bidirectional and constructive relationships. Whole School Restorative Approaches (WSRA) promote school community relationships and social and emotional skills which are core components for positive youth development. To our knowledge, the literature reviews on the implementation of restorative practice approaches in schools do not focus specifically on WSRA and are not comprehensive. This study carries out a systematic review of the empirical evidence on the effectiveness of WSRA and develops some evidence-based practice guidelines on their effects. Thirteen studies met the inclusion criteria and we developed 10 evidence-based practice guidelines on the implementation of WSRA. There were many studies with WSRA showing positive results related to improving social and emotional skills and behavior. The highest level of scientific evidence is for secondary education where two WSRA are recommended. Although our review suggests that more rigorous methodological research is necessary, it also points out that the evidence available on WSRA implementation is encouraging. They could be used through all educational stages to deal with diversity and inclusion while promoting a school culture of peace based on the positive management of relationships and conflicts.

Highlights

Considering the above, positive youth development evolves as a framework that emphasizes the promotion of capacities by means of engaging and caring environments and creating opportunities for bidirectional and beneficial youth-context relationships rather than focusing on deficits [3–5]
The final aim of the study is to provide guidance on the effects of Whole School Restorative Approaches (WSRA) implementation on outcomes related to positive youth development
Thirteen studies met the inclusion criteria and we developed 10 evidence-based practice guidelines on the implementation of WSRA considering the level of evidence: study design and intervention results

Summary

Introduction

The plasticity of individual development comes from the integration of contextual and biological systems [1]. Considering the above, positive youth development evolves as a framework that emphasizes the promotion of capacities by means of engaging and caring environments and creating opportunities for bidirectional and beneficial youth-context relationships rather than focusing on deficits [3–5]. Such an approach goes beyond single-level efforts and addresses a complex interaction of levels [6] including family, peer, school, and community environments. Educational environments that promote particular safety, support, and youth interaction and engagement with the school have a considerable impact on youth behavior, and create positive youth development [8] In this regard, restorative practices provide a unique and hopeful approach to address reframing social connection and bolstering mental and emotional wellbeing in educational contexts

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