Student-Reported Classroom Climate Pre and Post Teacher Training in Restorative Practices

Restorative practices (RP) offer a means to establish positive and caring relationships could thus foster the mental scholastic development of students by improving classroom climate. This benefit both with without special educational needs disabilities (SEND), yet date no studies evaluated these in inclusive settings. Here we report findings two consecutive studies: pilot single-group pre-post (Study 1) non-randomised controlled study RP training vs no-intervention control condition 2). Across studies, 531 (46.5% female) mean age 11.43 years ( SD = 1.27) enrolled at pre-test, which 13.9% had confirmed diagnosis SEND further 5.7% were considered teachers likely have SEND. School climate, as well victimisation experiences, emotional well-being social inclusion assessed using self-report questionnaires. Easy enrolment schools pre-test indicated that investigating effects be feasible. However, part due COVID-19 related school closures, student attrition rates 90 77% observed, for Study 1 2 respectively. In spite observed improvements climate intervention group 2, statistical analyses yielded significant there moderation students’ perceived experiences. Together, provide first quantitative data on implementing an setting. We discuss our light need ideas how reduce also consider longer school-wide single-class implementations RP.