Overview – Why Peace Education & Restorative Practices Matter Today
Today, Peace Education and Restorative Practices are more urgent than ever as we live through an unprecedented convergence of global crises: social, environmental, political, and technological. More than mere knowledge is needed; we require wisdom, empathy, and cooperation to navigate these challenges. In schools, these global issues may manifest as bullying, increased polarisation, and a lack of mutual understanding, which are microcosms of bigger societal problems. In detail, when mutual recognition is disregarded at the individual level, cultural belonging can harden into fanaticism, leading groups to cling to exclusive notions of rightness and fear that acknowledging others means betraying their identity. History, in fact, has shown us that this all-or-nothing dynamic leads to ideological deadlock and dehumanisation. Therefore, short- and long-term peace becomes possible only when the desire for annihilation ceases, and people recognise that no human being is inherently superior or inferior—only different and equally worthy of dignity and respect.
At School – International Mindedness & Restorative Practices
Because of their nature, international schools are intrinsic microcosms of this global cultural dissonance. For this reason, all stakeholders must be educated in international mindedness, which the IB® defines as a “shared attitude of openness toward different world cultures and their appreciation,” Therefore, to move from coexistence to connection, schools must intentionally build a Third Cultural Space, where the “decline of egocentricity” makes room for common ground, shared values, same mission, respect for all, and a sense of shared humanity.
Overall, Restorative Practices offer an approach to discipline and conflict that prioritises dialogue, accountability, and reconciliation over punishment. Through restorative policies and daily practices, schools cultivate respect, empathy, and shared responsibility, reinforcing the idea that sustainable peace begins with understanding, repair, and recognition of each individual’s place within a broader human system.
Eventually, alongside rethought Behaviour and Inclusion Policies, these practices shift schools from control-based systems to relational cultures grounded in responsibility and care; conflict thus becomes a catalyst for growth and community cohesion. Initial policy steps could include reviewing existing discipline codes to identify areas that discourage dialogue and reconciliation. Forming cross-departmental working groups can facilitate the development of new principles that prioritise empathy and mutual respect. This approach gives administrators a concrete starting point for effectively implementing these transformative practices.
Key Elements of Restorative Practices
- Affective statements: expressing the impact of behaviour on others
- Affective questions: fostering reflection, empathy, and accountability
- Impromptu restorative conversations: addressing issues early and relationally
- Circles (proactive and responsive): building community and repairing harm
- Restorative conferences: structured processes for serious incidents and reintegration
Peace Hubs Features in Schools
- 1. Professional development for administrators and educators
- 2. Restorative Policy
- 3. Curriculum as a space for peace education
- 4. Community Service rooted in healing & support
- 5. Peace-building and conflict mitigation skills development
- 6. Physical and virtual spaces for peace innovation
Outcomes
To ensure the effectiveness of these initiatives, it is essential to measure their impact through indicators such as reduced suspensions, improved school climate survey results, increased student engagement, and positive behavioural changes .By providing quantifiable evidence of success, administrators will be able to sustain and justify the implementation of Peace Hubs and Restorative Practices.
Alignment with the IB Philosophy
Peace Hubs and Restorative Practices in schools bring the IB mission to life by embedding international mindedness, inquiry, reflection, and agency into daily school culture. They nurture the Learner Profile attributes such as Caring, Principled, Open-minded, and Reflective, while strengthening ATL skills in communication, social interaction, and self-management. Most importantly, they help learners understand the impact of their actions locally and globally, preparing them not just to succeed, but to contribute ethically to an interconnected world.
Bibliography
- Beckhard, R., & Harris, R. T. (1987). Organizational Transitions: Managing Complex Change (Gleicher’s formula attribution).
- Genta, D. (n.d.). Take my word for it: How organizational vocabularies foster trust across boundaries.
- Hellinger, B. (2005). Il grande conflitto. Milan: Urra–Apogeo S.r.l.
- International Baccalaureate Organization. (2012). What is an IB education?
- Maurette, M.-T. (n.d.). Educational techniques for peace.
- Pere, E. (2023, November 8). Interview about conflict in the Middle East.
- Pritchard, M. (n.d.). Cultural conflicts in leadership and governance.
- Singh, M., & Qi, J. (2012). 21st century international mindedness: An exploratory study… Sydney: University of Western Sydney.
- United Nations Office on Drugs and Crime (UNODC). (2020). Handbook on restorative justice programmes (2nd ed.). Vienna: United Nations.
- Walker, G. (2010). East is East and West is West. Cardiff: International Baccalaureate Organization.
- Walker, A., & Riordan, G. (2010). Leading collective capacity in culturally diverse schools. School Leadership & Management, 30(1), 51–63.
- Restorative Practices in the Classroom; Restorative Practices and Discipline; Leadership and School Change (IIRP training chapters and models: continuum, social discipline window, organizational change window, fair process).
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