Bullying & Responding Restoratively When Things Go Wrong

By equating the word consequence with sanction young people are deprived of the lesson that the
natural consequence of their deed is the impact on others. Indeed if they are taught that the
consequence happens only if they are caught then the sensible lesson to learn is how to escape capture.
Thus our traditional system of sanctions breeds self-centredness and deceit and a conspiracy of silence
around wrongdoers, who may well threaten others who are tempted to report wrongdoing (Hopkins,
2004).







Responding restoratively to bullying when things go wrong
Seeks to understand the context and causes of harm
Does not simply focus on the harm-doer and the one harmed but asks who
else was involved or affected and who else can affect the outcome and
brings them into the process
Reveals where individual harm is connected to broader or systemic issues
Means not focusing on blame but on addressing the harm and ensuring it
does not happen again
Focuses on meaningful accountability and responsibility
Establishes plans that provide meaningful responses and support for future
healthy relationships
A restorative approach offers a different understanding of the problem and
different responses
Jennifer Llewellyn, May 2013, A Schoolwide Restorative Approach and Bullying.
Based on Jennifer J. Llewellyn, Restorative Justice: Thinking Relationally about
Justice in J. Downie & J. Llewellyn (eds.) Being Relational: Reflections on Relational
Theory & Health Law (Vancouver: UBC Press, 2011).