Through Restorative Practices we seek to enhance relationships among students,
and between students, teachers, and parents, so as to nurture our sense of
community at the College. The Restorative Practices philosophy, which is in
keeping with our Augustinian approach to education and behaviour management,
provides Villanova students with the opportunity to develop self-discipline and
positive behaviours in a caring, supportive environment.
A positive school climate, in which young people feel connected, is the best
environment for learning.
Our Aims are:
•To educate students towards self-directed right behaviour
•To promote, nurture and protect healthy relationships among members of the community
•To enable students to be accountable for the real consequences of any wrongdoing
We believe that our approach to student behaviour management should primarily be an educative one. That is, the
fundamental aim of our behaviour management philosophy and practice should be for students to learn to be
responsible for themselves and their actions and to make genuine, positive contributions to their community. A
Restorative approach sees conflict or wrong-doing firstly as an opportunity for students to learn about the
consequences of their actions, to develop empathy with others, and to seek to make amends in such a way as to
strengthen the community bonds that may have been damaged.
We do this by:
•having high expectations and insisting upon high standards of behaviour, and
•providing high levels of support and care for individuals
Valuing both a strong sense of community and right behaviour based on sound moral principles, Villanova has
high expectations of all its community members. Students are called to high standards of personal behaviour and
are challenged when these expectations are not met. They are challenged, however, in a way that respects them as
individuals made in the image and likeness of God, to enable them to correct their behaviour and to make amends
to those affected. Through developing empathy for others, students learn to become more positive, supportive and
contributing members of their community.
Students perceive this approach as being ‘firm, but fair’
Being ‘firm, but fair’ involves...
clearly articulating and reinforcing expectations,
adhering to fair process in dealing with all cases of conflict and wrong-doing, and
recognising that wrong-doing primarily causes harm to relationships, and that this harm must be
repaired in order to move forward
At the heart of the Restorative Practices philosophy is an
understanding of the Social Discipline Window which
depicts the possible ways in which teachers (or parents)
could respond to undesirable behaviours in young people.
In a primarily punitive response, the wrongdoer is held to
high standards, but without the support necessary for him to
reach them. Such a response can be alienating and
stigmatising. It can also fail to effect any real change in
behaviour.
In a more permissive response, the wrongdoer may find the
support he needs without being held to account for his
actions.
It is the aim of the Restorative approach to be operating in
the top right pane of the window - holding students to high standards of behaviour while at the same time
providing the support and encouragement necessary for them to meet these expectations. The Restorative
approach emphasises working with students to educate them to right behaviour.
In this way, a Restorative approach is perceived as being authoritative, rather than authoritarian. An authoritative
approach holds tenaciously to the community values and challenges members to demonstrate these values in all
their interactions with others.
A Restorative approach...
□encourages students to appreciate the consequences of their actions for others
□enables students to make amends where their actions have harmed others
□requires students to be accountable for their actions
□encourages respect for all concerned
... is
an Augustinian approach
In our Augustinian tradition, our primary aim in behaviour management is the development of self-discipline. A
major focus of Restorative Practices is the development of this self-discipline through acknowledging the
consequences of one’s actions and then making amends. It is an educative approach.
A Restorative approach values the person while challenging negative behaviour, echoing Augustine’s call to ‘love
the sinner, hate the sin.’
The Restorative approach also reflects the central value our Augustinian
community places on relationships - among students, and between teachers and
students.
Like to know more?
If you have been invited to attend a Community Conference
at Villanova, you can download an Information Sheet
here.
If you would like to
know more about Restorative Practices @ Villanova, please contact the
Villanova Schooling Project Office - details here.
If you would like to know more about the field of Restorative
Justice or Restorative Practices in Schools, please visit our
RP Resources for Schools page.
]
