The implementation of restorative justice in schools in Malta

Abstract

This study explores the implementation of restorative justice in schools. The aim of the study was to discover if schools are implementing a restorative justice approach to address and manage behaviour. To what extent is it being implemented? To find out if there is a unifying policy that guides all involved. How much knowledge and awareness is there about restorative justice practices in schools? To what extent are parents involved and if our cultural beliefs influence the implementation and practice of restorative justice systems? I was motivated to find out more about restorative justice practices because I think that schools benefit from these methods in two key ways. The first benefit is academic and the second and most important one from my perspective as a future social worker, is because it strengthens relationships between people. Consequently, individuals endorse values that build the foundations of a stronger society that fights the status quo when necessary. Thus, fighting against oppressive systems and creating a more just society. The study was carried out using a qualitative approach. Three focus groups were held, one was composed of parents, another of a group of educators and the third group had participants from the psychosocial team. Thematic analysis was then used to analyse the data gathered. Eight themes were elicited. These indicated that there is ambivalence in what is understood by restorative justice methods. Another theme focused on the vocabulary used or lack of it, ways of implementing it, starting restorative justice in primary school, parent’s involvement, the need for policies, a shift in cultural attitude, and educator’s isolation. These findings suggest that restorative justice practices in schools are still in their infancy and knowledge about the subject is not widespread. A need for education about restorative justice methods, and literature suggests that it needs to be entrenched in everyday life. This could be achieved through training and educational campaigns at different levels of society. Research shows that it doesn’t work in isolation. A need for a unifying policy about restorative justice practises in schools needs to be drawn and implemented. This will provide a framework and guidelines for all to use. The implication of these recommendations would lay the foundation for restorative justice approaches to be effectively implemented in schools in Malta. “Schools are the ideal setting for students to be trained for a lifetime of seeking equity and fairness in their relationships. Schools have the power and the opportunity to make restorative approaches a habit and a way of life” (Johnson, 2013, p.159)