IMPLEMENTING RESTORATIVE PRACTICES IN GREEK SECONDARY EDUCATION: INSIGHTS FROM THE EPIRUS REGION

Forfattere

  • Christos Zagkos Associate Professor, Department of Philosophy, University of Ioannina, Greece
  • Georgios Ladias PhD Candidate, Department of Philosophy, University of Ioannina, Greece

DOI:

https://doi.org/10.46827/ejes.v12i1.5756

Nøgleord:

restorative justice, school climate, restorative practices, mediation, school discipline

Resumé

This study explores educators' perspectives on implementing restorative justice practices, specifically school mediation, within the High Schools of Epirus, Greece. It aims to enrich the scientific discussion on conflict resolution and school climate enhancement. Focusing on two primary objectives, the study first seeks to capture teachers' views on mediation's effectiveness in managing conflicts and reducing bullying while also fostering a positive, cooperative environment within schools. Secondly, it examines the practical challenges and barriers to the effective application of restorative practices in educational settings. The methodology employed in this study follows a qualitative research design, focusing on analyzing teachers' perspectives on school mediation through thematic content analysis. The study utilizes semi-structured interviews to gain in-depth insights into the experiences and viewpoints of ten (10) principals and teachers in the Epirus Region who perform the role of mediators in High Schools. The sample, selected through convenience sampling, comprises ten educators with direct involvement in mediation processes within their schools. Data were processed using thematic analysis, which facilitated the identification of recurring themes and patterns that reflect the teachers’ experiences and perceptions. Findings reveal that while educators acknowledge the benefits of training, they emphasize the crucial role of personal skills, including communication and empathy, in successful mediation. The study also identifies specific barriers, such as parental resistance and entrenched cultural biases, that hinder the mediation process. Notably, mediation is shown to uncover deeper social issues within the school environment, indicating the complex layers that affect student behavior and conflict. This research underlines the significant influence of teacher personality in mediation success and highlights the need for ongoing parental involvement to support sustainable improvements in school climate.

 

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Forfatterbiografier

  • Christos Zagkos, Associate Professor, Department of Philosophy, University of Ioannina, Greece

    Mr. Christos Zagkos is an Associate Professor of Sociology of Education at the Philosophy Department of the University of Ioannina. He has published articles in prestigious international scientific journals. His works have been included in collective volumes and conference proceedings, while he has written (alone or with collaborators) a number of scientific books. In addition to his writing activity, he has many years of research experience and has collaborated as a researcher or expert on education, training and employment issues with a number of research and educational institutions, such as the Center for Development of Educational Policy and the Labor Institute of GSEE, the Institute of Educational Policy, the Economic & Social Committee, the State Scholarship Foundation, the National Organization for the Certification of Qualifications & Professional Guidance, etc.

    ORCID: https://orcid.org/0000-0003-3845-0915

  • Georgios Ladias, PhD Candidate, Department of Philosophy, University of Ioannina, Greece

    Mr. Ladias Georgios is a PhD candidate at the University of Ioannina in the School of Philosophy, specializing in the field of Sociology of Education. His doctoral research focuses on the education of students from vulnerable social groups and, by extension, on the policies of compensatory and affirmative education being implemented. He currently works as a teacher in secondary education. Mr. Ladias holds degrees from the Department of Philology of the School of Philosophy and the Department of Primary Education at the University of Ioannina. His postgraduate studies initially focused on special education and later expanded to include language, politics and intercultural communication, providing a strong foundation for his further development in the field of education.

    ORCID: https://orcid.org/0000-0002-5739-523X

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2025-01-09

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Årg. 12 Nr. 1 (2025)

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