Restorative Practice is being misapplied in schools across Northern Ireland in ways that compromise teacher safety, blur professional boundaries and increase workload, members of NASUWT – The Teachers’ Union heard.

Members at the NASUWT Northern Ireland Annual Conference were told that while restorative approaches can be valuable when properly implemented, teachers are increasingly being pressured to participate in restorative conversations even when they are the victim of an incident, when it is unsafe to do so, or when it adds significantly to their workload.

A motion debated at the Conference warned that Restorative Practice is too often being used as a substitute for clear behaviour policies and appropriate sanctions, rather than as a complementary tool.

It highlighted cases where teachers have been directed to engage in restorative meetings with pupils who have verbally abused or physically threatened them, without regard for their wellbeing or professional judgement.

The NASUWT wants to see published guidance, an agreed protocol with an explicit opt‑out clause for staff, trauma‑informed safeguarding procedures, and protected time within directed hours for any training or implementation.

NASUWT General Secretary Matt Wrack said:

“When a teacher is the victim, they must not be compelled to participate in a process that risks re-traumatising them or undermining their professional authority.

“Behaviour policies must be clear, enforceable and rooted in safeguarding and not replaced by approaches that shift responsibility onto staff.”

NASUWT National Official Northern Ireland Justin McCamphill said:

“Our members are telling us that Restorative Practice is being used as a catch‑all response to behaviour issues, even in situations where sanctions are necessary and where staff safety is at stake.

“Teachers must have the right to opt out, and schools must have robust protocols that protect staff wellbeing. Restorative Practice cannot be a shortcut for proper behaviour management.”

NASUWT Northern Ireland Past President Sally Rees told the debate: “When pupils repeatedly engage in disruptive or harmful behaviour but face few meaningful consequences, staff can feel that restorative practice has become a substitute for clear boundaries rather than a complement to them.

“This is not what restorative practice was originally intended to be. Restoration should never mean the absence of accountability. Yet in some schools, the message pupils receive is that serious behaviour can be resolved simply through a conversation.”

The motion is below:
Conference notes that restorative practice is increasingly used in schools across Northern Ireland as part of behaviour and pastoral policies. While restorative approaches can be beneficial when properly resourced and managed, conference is concerned that Restorative Practice may be used inappropriately, especially when the teacher is the victim. Teachers should not be expected to engage in restorative conversations without regard to workload, professional boundaries, or wellbeing. Conference believes that Restorative Practice should support, not replace, clear behaviour policies and appropriate sanctions. Participation must be voluntary for staff, and teachers should not be required to undertake restorative processes that compromise their safety, wellbeing, or professional judgement. Conference calls on the NASUWT to engage with the Education Authority, relevant employing bodies and other stakeholders to ensure that there is: (i) Published guidance on the use of Restorative Practice drafted in consultation with Trade Unions; (ii) An agreed protocol and procedure on the use of Restorative Practice including an ‘opt out’ clause for teachers; (iii) Effective safeguarding and risk assessment procedures agreed with the school Health and Safety representative that protect teachers’ wellbeing and embed a trauma‑informed approach; (iv) Time allocated within directed hours for any Restorative Practice training and subsequent roll‑out in schools; (v) A reporting mechanism for raising concerns about inappropriate or unsafe implementation; (vi) Reassurances that Restorative Practice does not replace sanctions but works in conjunction with behaviour policies.