Implementing restorative approaches in the further education sector in England
Successes, constraints, and limitations
Bibliographic Data
| ID | 17699409 |
|---|---|
| Authors | Abu Mahomed Shumsuz Zaman (University of Greenwich, corresponding author), Abu Zaman (University of Greenwich) |
| Year | 2026 |
| Pages | 1-29 |
| Publication date | 2026-02-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Contemporary Justice Review (JOURNAL) |
| Journal identifiers | ISSN: 1028-2580 • E-ISSN: 1477-2248 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10282580.2026.2638257 |
| OpenAlex | W7133568443 |
| Language | EN |
| References cited | 50 |
Institutions in the education sector regularly encounter behavioural challenges; therefore, they have adopted restorative approaches (RA) to better manage and address such situations, creating a safer environment and helping the perpetrator reflect on the impact of their behaviour. In the UK, research on RA in education focuses on primary and secondary schools but is limited and underdeveloped in the Further Education (FE) sector. Based on data collected over 14 months, this study explores staff experiences of successes, constraints, and limitations for a successful RA policy implementation. This study adopted a qualitative method design framework and found successes and barriers to effective and successful RA implementation in the FE sector. Findings indicate that both top-down and bottom-up approaches to implementation are pivotal. RA policy is interrupted or reversed due to mergers or changes in Senior Leadership Teams (SLT). A lack of regular training and professional development programmes on RA impacts the delivery of the concept. The findings from this study will be relevant to FE institutions, their staff, and the Department for Education when planning to implement an RA policy
Education policy · Further education · Higher education · Professional development · Qualitative property · Qualitative research · SAFER · Education Discipline and Inequality · Educational Assessment and Improvement · Teacher Education and Leadership Studies
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| Citation velocity | historical |
|---|---|
| Highly cited | No |