Holding difficult conversations in schools: A restorative approach to harmful narratives
In recent months, we’ve seen an increase in far-right narratives finding their way into conversations across the UK. Schools are often on the frontline of these tensions, with staff needing to respond in ways that both challenge harmful views and hold young people with dignity and care.
At The Restorative Lab, we believe that moments of challenge are also moments of possibility. How we respond matters. Listening well, naming values, and creating structured spaces for dialogue can help staff meet these moments with confidence, sensitivity, and strength.
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Repair – How Can We Make Things Right?
In the final post of our series, we look at how true restoration happens when children are supported to make things right—turning reflection into repair through relational and restorative practices
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Reason – Do I Matter?
In the third post of our series on relational practice, we explore how to support meaningful reasoning and repair.
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Relate – Do I Belong?
In the second post of our series on relational practice, we move through the brain having asked Am I safe?, to now asking Do I belong? This next post explores the power of relational presence.
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Regulate – Am I Safe?
In the first post of our series on relational practice, we explore why safety and emotional regulation are the essential starting points for learning, connection, and growth
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A Neurodevelopmental Approach to Relational Practice
This blog series builds on The Lab's extensive research in relational and restorative practices, wellbeing, peace and conflict studies, and applied research. Drawing on the neurodevelopmental model pioneered by Dr. Bruce Perry, Anna from The Lab explores how safety, connection, reflection, and repair shape our ability to work meaningfully with children and young people.
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