Investigating restorative action practices in one lower mainland elementary school

The use of Restorative Action Practices and Social Emotional Learning programs is on the rise in schools, aiming to cultivate a positive, caring and supportive learning environment by teaching students productive problem-solving methods. This study focused on educators' utilization of various restorative action and social emotional strategies and their impact on the classroom. At one school in British Columbia's Lower Mainland, I conducted semi-structured interviews with four teachers who shared their thoughts on a range of questions related to restorative action practices. The purpose of this study was to gain insight into how teachers have utilized restorative action practices in the classroom, how they have impacted teacher practice and the classroom climate. Findings demonstrate that students are able to self-regulate once they have the skills.