Beauty from ashes : the contribution of the restorative leader in a school community

Abstract

This study examines how Maltese Church Schools are dealing with conflicts and behaviour issues, exploring leaders’ balance of empathy and discipline in managing challenging behaviour. Although punitive and retributive approaches are still being used in schools, this research investigates the presence and impact of restorative practices, whether recognized or unrecognized, within these schools. Through thematic analysis of semi-structured interviews with eight school leaders, the study reveals current disciplinary methods, the subtle incorporation of restorative practices, and what is required for a whole-school restorative approach. The findings indicate that while leaders were unfamiliar with the term “Restorative Justice,” their actions align closely with restorative principles and values which resonate with Catholic teachings already promoted in Church Schools. By highlighting the limitations of punitive methods and showcasing the transformative potential of restorative strategies, this research encourages educators to foster environments that prioritize healthy relationships and holistic growth. This approach allows students not only to discern right from wrong but also to engage with conflicts constructively, fostering resilience and empathy. Leaders and educators, particularly within Church Schools, are called to embody the restorative role of the “Biblical Potter,” becoming essential catalysts in picking up the broken pieces of their students’ stories and lead them to restoration. Schools that adopt restorative practices promise safer, more supportive environments, equipping students with essential social and emotional skills that support both academic and personal development.