LCCS' Response to MOE's Comprehensive Action Review Against Bullying Recommendations

Our Statement

Restorative Principles
Principle 1 of 7
Definition
Tap for bullying-related context
In Context of Bullying-related Harm
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LCCS welcomes the recommendations from the Ministry of Education’s Comprehensive Action Review Against Bullying to better address hurtful behaviours in schools. As an agency advocating for restorative practices, we are encouraged that Minister for Education Mr Desmond Lee emphasised that these recommendations aim to support an educative and restorative approach. 

Addressing bullying requires moving away from viewing those involved through stigmatising labels such as “bullies” and “victims”, and instead recognising it as an educative process where children can understand the impact of their actions and develop empathy for others.

Drawing on our practice and research with practitioners and stakeholders who have experienced restorative processes, we have identified seven principles that help uphold a restorative process, particularly when addressing bullying situations.

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  1. Willing participation: Engaging affected parties on the purpose, desired outcomes, and meaning of the restorative process so that individuals can participate meaningfully in dialogue and restorative actions.
  2. Respect each individual’s “voice space”: Providing a safe environment for all affected parties and their supporters to express their thoughts and feelings about the harm experienced.
  3. Relational inclusion: Ensuring that individuals who matter to those affected are included. Our restorative processes often involve parents, teachers, and students sharing their perspectives and fostering mutual empathy through dialogue.
  4. Cultivating empathy through engagement: Enabling the exchange of perspectives so that those involved can better understand one another’s needs, concerns, and experiences.
  5. Leveraging individuals’ innate gifts: Inviting members of the community to contribute their unique strengths and resources in addressing and resolving the issue.
  6. Active responsibility: Providing opportunities for individuals to support one another and be accountable in achieving agreed outcomes.
  7. Building positive affective experiences: Helps individuals shift to positive emotions through shared experience and build stronger relationships

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We hope these principles can offer helpful direction while allowing flexibility for different school contexts, evolving understandings, and the varied challenges involved in addressing bullying.

LCCS looks forward to supporting the efforts of MOE and other organisations by sharing our practice experience and resources on restorative practices. We share MOE’s vision of a whole-of-society approach to addressing bullying and fostering school environments where every child feels seen, heard, and experiences a sense of belonging in a caring and relational community.