Kia ora e te whānau,
A recent review of our practices at Kaiapoi High School has highlighted just how well our teachers and students are doing in maintaining positive, focused learning environments. Disruptions to learning have decreased significantly over the past few years. However, we have now reached a point where the number of incidents has levelled out, and we believe there is still room for further improvement.
As many of you know, we are a restorative school. This means that when behaviour occurs that does not align with our expectations, we focus on repairing any harm, strengthening relationships, and planning for better outcomes next time. A high-quality restorative conversation needs time and care to be effective, and it must feel genuine rather than rushed.
With this in mind, we have been exploring ways to strengthen our processes and to ensure that being referred from class remains a significant and meaningful step. We have looked closely at approaches used successfully in other restorative schools and have adapted the best elements of these for a Term 1 trial in 2026.
What is a “referral”?
A referral occurs when a student does not respond positively to the teacher’s early prompts and guidance. These prompts start small – a gentle hint, a quiet reminder – and progress to a more direct conversation if needed. The goal is always to give the student the opportunity to make a better choice while maintaining a positive relationship.
If a referral is required, the student leaves the class and begins a structured process under staff guidance to reflect on their actions and the impact of their behaviour. Traditionally, the teacher and student then meet later to clarify expectations, repair relationships, and agree on a return to class.
What will the new trial involve?
The system we will trial in Term 1 next year will:
- Strengthen the restorative actions and conversations that occur before a referral is made. In other words, strengthen the prevention of referral.
- Require the referring teacher to contact home to discuss what happened and arrange an after-school restorative meeting to occur on a day that works for both teacher and home.
- Involve the student remaining on site until 3.45 pm, providing the time and space needed for a meaningful restorative conversation and an opportunity to catch up on any learning missed during the referral.
There are naturally many more details behind this process. Schools using similar systems have seen outstanding results, including a noticeable reduction in referrals, calmer classrooms, and students spending far more time engaged in learning.
A balanced approach
I want to acknowledge the staff and parents who have helped us think carefully through some of the practical challenges of this approach. While it may be an inconvenience for the small number of students who are referred, we are confident that the overall benefit will be a more positive, settled learning environment for all.
Next steps
In recent weeks, our Deans have been phoning the parents and caregivers of students who have experienced the referral process, gathering their feedback and suggestions. This has been extremely helpful, and, as a result of this feedback, we are now placing the finishing touches on the details of the trial.
Before the start of Term 1, we will send out more information, including answers to frequently asked questions and a short explanation of “What are restorative practices?” for those who would like more background.
If you have a question you would like us to address as part of this information pack, please feel free to submit it here.
Ngā mihi nui,
Jason Reid
Principal | Tumuaki
Kaiapoi High School
