Woodbridge Trust’s Specialist SEND Teacher, Rachel Berry, and Director of External Partnerships, Cate Marsden, explore how the principles of restorative justice help autistic children develop key relationship skills.

Restorative justice might sound more at home in a courtroom than a classroom.

But with a few small tweaks, its principles of repairing harm, rebuilding trust and strengthening relationships through honest conversation can help autistic children manage difficult social situations and resolve conflicts.

The subtle social and non-verbal cues that neurodivergent children sometimes miss can lead to misunderstandings. Emotions such as disappointment or jealousy can be hard to read too, so children don’t always realise when they’ve hurt someone’s feelings or understand why they suddenly don’t want to play with them.  

With simple, structured conversations based on restorative justice techniques, autistic children can build emotional literacy, empathy and a sense of responsibility. These skills help them to repair relationships, move forward and strengthen their social skills over time.

At Woodbridge Trust in Bolton, our team of 30 SEND teachers and TAs often use restorative justice techniques to support children and young people with educational support needs. We work within 120 schools and educational settings to improve inclusion and provide early help for pupils aged two to 25, many of whom are awaiting an autism diagnosis or an education, health and care (EHC) plan. 

For example, if a child accidentally pushes a friend and upsets them while trying to join a game, or they get angry because their idea wasn’t chosen in a group task, a restorative justice approach can help them process and reflect on the situation later on. 

Questions such as ‘What happened?’, ‘How did it make you feel?’, ‘Who else was affected?’ and ‘What could help next time?’ encourage children to think about their actions, understand others’ perspectives and find ways to respond differently next time. This can have a major impact on their confidence and behaviour. 

There are three restorative justice strategies we use regularly to support autistic children.

1. Be prepared

Restorative justice works best when the environment is set up to support it. In a classroom, a quiet, calm space helps encourage conversation and reduce distractions. 

Time is important too. Children often need a few minutes to process what’s happened and think about how they feel. It can also be helpful to have a familiar adult nearby who understands the child’s communication and sensory needs. This will help them unpick a disagreement or reflect on what triggered an outburst. 

2. Change your perceptions

We encourage teachers to see disruptive or challenging behaviour as a child’s way of communicating that something isn’t working for them. They might be reacting to a noisy environment or a change in routine. Through the restorative justice process, both adults and children can better understand the emotions behind these reactions.

Children may also begin to change how they see themselves. Instead of thinking ‘I always get in trouble’, they become more self-aware and can find healthier ways to manage difficult situations.

3.    Tailor your approach

Children who are non-speaking or have speech and language needs may find it difficult to communicate. Visual aids can be helpful, particularly when they are tailored to a child’s own interests and preferences. 

A child might select blue on a colour wheel to indicate they are sad after upsetting a friend, for example, or red to show they are angry with them. But colour choices can mean something completely different for another child, who might see blue as a calm colour and red as excitement. Ask children to explain what each colour makes them feel to interpret the emotions involved accurately. 

Imagery can be even more meaningful with the use of visual prompts such as Widgit Symbols, which are used in schools and public spaces to support children and adults with communication needs. Symbols give children the option to choose what feels right for them, like a dog to indicate happiness or a sandy beach for frustration. 

Symbols can also be added to comic-strip style storyboards, which are a useful way to help children explore different actions they could take and the possible outcomes. A storyboard might show what could happen if they ignore a friend they’ve fallen out with, apologise or find someone else to play with, for example. Seeing the options visually can make it easier for them to decide how to respond.

Finding their own way

Some neurodivergent children need a little extra support to navigate their way through the challenging situations they can face, both inside and outside school. 
Restorative justice offers a safe and simple way to help children explore strong feelings, understand their own triggers and develop the skills and confidence to find their own way forward.