ABSTRACT
This chapter attempts to highlight the fundamental differences between a traditional approach to wrongdoing and the relational, restorative approach. Hope lies in a different approach, which is called Restorative Practice. Based on the concepts and principles of Restorative Justice, this approach places relationships at the heart of the problem-solving. The practical application of restorative justice philosophy to incidents of bullying results in real differences in how to proceed when wrongdoing occurs. As the restorative philosophy is understood and adopted by classroom teachers, student managers and school management, a framework for practice can be constructed to identify existing programmes and initiatives that are restorative. A change from retributive practice to restorative practice is likely to challenge deeply held views and beliefs held by some staff, parents and even students about the purpose of discipline. It will also become clear which practices in the school are based on a retributive paradigm.
