What impact has the Educational Psychology Service had on the implementation of restorative approaches activities within schools across a Scottish Local Authority?

Abstract

AimEducational Psychology Services (EPS) have played a key role, alongside our partners, in the training and implementation support of restorative approaches (RA). This article aims to investigate the impact EPS has had on the implementation of RA activities across North Ayrshire Council (NAC) schools.RationaleThe rationale for this study was to measure the influence that the training in RA, and supporting activities provided by the EPS and our partners, had on the day-to-day practice within NAC schools.MethodsFrom October 2015 until January 2017 a total of 50 primary schools and nine secondary schools had senior school management representation on a two-day RA ‘Training for Trainers’ and a half-day follow-up recall session aimed at supporting the creation of individualised and context-based implementation plans. Subsequently, schools were offered opportunities for follow-up implementation support; these have been employed in a variety of different contextually appropriate ways.FindingsPrimary instrumentation using questionnaires based on Thorsbourne’s (2013) model of implementation revealed quantitative data suggesting that schools have achieved levels of implementation to varying degrees (78 per cent first order change, 55 per cent second order change, 40 per cent third order change). Triangulation with three other secondary data sources is indicative of an increased number of staff having restorative conversations, and of ongoing embedding of RA in schools.ConclusionsThe benefits of partnership work, authority strategic support and flexibility of within-school implementation planning are recognised. Challenges to implementation, next steps and the unique role of the educational psychologist are also discussed.