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

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

doi:10.3390/educsci12030187

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

Laia Mas-Expósito

^1,*,

Virginia Krieger

²,

Juan Antonio Amador-Campos

^2,3

Rocío Casañas

Mònica Albertí

⁴ and

Lluís Lalucat-Jo

Research Department, Associació Centre d’Higiene Mental Les Corts, 08029 Barcelona, Spain

Department of Clinical Psychology and Psychobiology, Faculty of Psychology, University of Barcelona, 08035 Barcelona, Spain

Institute of Neuroscience—Ubneuro, University of Barcelona, 08035 Barcelona, Spain

⁴

Research Group in Education, Society and Innovation with the Support of Information and Communication Technologies—PSITIC, Blanquerna—Universitat Ramon Llull, 08022 Barcelona, Spain

Author to whom correspondence should be addressed.

Academic Editor: James Albright

Educ. Sci. 2022, 12(3), 187; https://doi.org/10.3390/educsci12030187

Received: 17 January 2022 / Revised: 1 March 2022 / Accepted: 3 March 2022 / Published: 7 March 2022

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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. View Full-Text

Keywords: restorative approach; school; relationships; psychosocial development; guidelines

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Mas-Expósito, L.; Krieger, V.; Amador-Campos, J.A.; Casañas, R.; Albertí, M.; Lalucat-Jo, L. Implementation of Whole School Restorative Approaches to Promote Positive Youth Development: Review of Relevant Literature and Practice Guidelines. Educ. Sci. 2022, 12, 187. https://doi.org/10.3390/educsci12030187

AMA Style

Mas-Expósito L, Krieger V, Amador-Campos JA, Casañas R, Albertí M, Lalucat-Jo L. Implementation of Whole School Restorative Approaches to Promote Positive Youth Development: Review of Relevant Literature and Practice Guidelines. Education Sciences. 2022; 12(3):187. https://doi.org/10.3390/educsci12030187

Chicago/Turabian Style

Mas-Expósito, Laia, Virginia Krieger, Juan A. Amador-Campos, Rocío Casañas, Mònica Albertí, and Lluís Lalucat-Jo. 2022. "Implementation of Whole School Restorative Approaches to Promote Positive Youth Development: Review of Relevant Literature and Practice Guidelines" Education Sciences 12, no. 3: 187. https://doi.org/10.3390/educsci12030187

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