SCHOOL ATTACHMENT THEORY AND RESTITUTION PROCESSES: PROMOTING POSITIVE BEHAVIORS IN MIDDLE YEARS SCHOOLS

Abstract

This paper presents the findings of a case study that examined school attachment and restitution strategies used in a middle years school to determine if the program had provided a viable means of promoting and sustaining positive behaviors among middle years students. Data were gathered by interviewing five teachers who had Restitution I training and five students who had multiple discipline referrals to the office, and by examining school-wide discipline referral documentation. Students and teachers agreed that positive student–teacher relationships and developing a warm, safe, caring classroom and school environment were instrumental in creating the conditions for students to redress their actions and in attaching students to their school community. Involvement in extra-curricular activities, meeting friends, feeder school visits, the availability of food, and having fun were other factors cited as increasing students’ connection and sense of belonging. Collaboration with colleagues, support from administration, speaking the same restitution language, goal setting, parental support, and having a compassionate approach were seen as factors supporting the implementation of restitution, whereas lack of time, not having all staff embrace the philosophies and practices of restitution, teachers who were unwilling to share negative experiences, and students who were hardened from a multitude of poor life experiences and bad choices were seen as hindrances to the restitution process.