ABSTRACT
It is likely that teachers already know some basic truths about the management of behaviour as it applies in the classroom setting. The focus of the pathology is on the student, rather than the system. Either does the punishment concern itself with the impact of the behaviour on relationships, or the emotional harm done to others, or the possibility of support needed to change behaviour. The philosophy and practice of restorative justice has much to offer those of us who are concerned with the development of well-rounded, socially and emotionally competent young people who are accountable for their behaviour and understand that there is nothing they do which does not impact on others in some way. Students do not 'go to ground', blame others or rationalise their behaviour when fair process asks them to talk about their involvement in an incident, who has been affected, and what they need to do to right the wrongs.
