Restorative culture in school: concept and specificity

Context and relevance. There is a problem of limited interaction formats and communication tools in schools. One solution could be to develop a restorative school culture. Objective. Identification of prerequisites for the formation of a restorative school culture. Hypothesis. Restorative programs implemented in schools create conditions for development restorative school culture, leading to changes in relationships within the school environment (restorative language of communication, development of reflection, organizational processes, etc.). Methods and materials. The study involved 11th grade students from an educational school (87 people), school staff (2 high school teachers, 2 social educators, 2 psychologists, and 1 deputy principal), and leaders of restorative programs (6 people). The study used an author-developed questionnaire and a semi-structured interview. Results. The results showed that the restorative programs implemented at the school create conditions for developing a restorative school culture. Conclusions. The specifics of the application of restorative programs in schools are related to overcoming the gap between the values shared by school community members and the models of their interaction. Restorative programs bring new meanings and communication tools to the community culture, which, on the one hand, contradict the established system of relationships, and on the other hand, meet the needs of children and adults for understanding, mutual respect, and self-expression.