Embedding restorative practices within existing behaviour frameworks: RED

MICHAEL SPIERS, DEPUTY HEAD AND HEAD OF SENIOR SCHOOL, RED HOUSE SCHOOL, UK A chance to review practice  In April 2025, I commenced my post as Head of Senior School at a school in the north-east of England. I was aware of the strong academic reputation of the school and associated outcomes at GCSE, and set about reviewing behavioural systems and behaviour escalation pathways. Having previously introduced restorative behavioural systems at a previous school, I was eager to ascertain the extent to which restorative practice was used alongside escalatory sanctions. I had previously developed an interest in whole-school approaches to restorative practice (McCluskey et al., 2008) and the argument for the adoption of consistent restorative justice practices at a national legislative level (Song et al., 2021). Adhering to research findings regarding the importance of initiative from below and the right of students to be part of the decision-making process (Brown et al., 2020), I sought to