Behaviour, low basic skills, and the rationale for restorative practice in schools: A scoping review

Schools in Wales are experiencing increasing challenges related to learner behaviour and mental health, with reports indicating rising levels of disruptive and violent behaviour alongside heightened anxiety and emotional distress following the COVID-19 pandemic (Welsh Government, 2025; NASUWT Cymru, 2025). Similar trends have been identified internationally, with evidence of post-pandemic declines in children’s educational attainment and wellbeing across high-income countries (UNICEF, 2025). In response, policy and inspection guidance in Wales increasingly emphasise the importance of universal, whole-school approaches that promote positive relationships, emotional wellbeing, and inclusive school environments (Estyn, 2024). Restorative practice is one approach that has gained policy support in this context, focusing on repairing harm, strengthening relationships, and supporting accountability following behavioural incidents (Estyn, 2024). While international evidence suggests that restorative approaches may reduce bullying and improve wellbeing (Bonell et al., 2018), the Welsh Government has highlighted that the overall research base remains limited and that findings should be interpreted with caution (Welsh Government, 2025). As restorative practice is increasingly promoted within Welsh schools, there is a clear need to systematically map how it is defined, implemented, and evaluated across educational settings.