Restorative Response Policy

Statement of Intent

At the FIS, we are committed to creating a physically and emotionally safe environment where all students can fully participate in learning, experience joy, and feel they are integral to the community.

This policy intends to establish a holistic, comprehensive approach to creating and maintaining such an environment, with the FIS Values of caring, curiosity, respect, integrity, and belonging as its foundation. It has been developed with the FIS Guiding Statements at the forefront.

It is inevitable that students will make missteps and test limits. Children’s bodies and minds are in a constant state of development, learning, and growth. At the FIS, we see missteps as opportunities to learn. This policy also provides an overview to how we support and guide students in situations where words or actions do not align with FIS Values and Community Expectations.

Aim of Policy

This policy aims to:

  • outline the Community Expectations as a common set of expectations, in line with FIS Values
  • provide a consistent approach to supporting and responding to student actions and interactions
  • outline our system of restorative practices
  • summarize roles and responsibilities within these approaches

Application of Policy

This policy:

  • is implemented by all members of the FIS community, when supporting and responding to student actions and interactions
  • applies to all school-affiliated activities taking place on or off campus, including breaks and lunchtimes where students may be off campus.
  • applies outside of school hours and off campus in the case that FIS students are involved, and the action off campus affects the wellbeing or learning of students at school.

Related Policies, Procedures, Forms, Guidelines, and other Sources

This policy has been developed in alignment with the school’s Guiding Statements and Values, the IB Learner Profile and Approaches to Learning, and CIS and NEASC accreditation agencies. It is in alignment with other relevant school documents including, but not limited to:

  • Academic Integrity Policy
  • Bullying Prevention and Response Policy
  • Conflict Resolution Procedure
  • DayBook Guidelines
  • Device Policy
  • Field Trip Policy
  • FIS Handbook
  • Home School Partnership
  • Equity, Diversity, Inclusion Policy
  • Language Policy
  • Safeguarding Policy
  • Student Policy: Smoking, Vaping, Alcohol, Drugs and other Substances

The policy is also in alignment with the German Juvenile Protection Act (Jugendschutzgesetz) and Juvenile Court Act (Jugendgerichtgesetz), and upholds the United Nations Convention on the Rights of the Child.

Process

The policy was largely developed during the 2023-24 and 2024-25 school years, drawing widely on current and evolving best practices. The policy writing was paused in order to focus on developing restorative practices and the establishment of Community Expectations, and resumed in 2025-26. The policy is the product of a comprehensive consultation involving students, staff, and parents/carers.

Publication information

This policy is both for internal and external publication.

Policy approved by SLT: August 2026

Policy effective: August 2026

Next policy review: August 2028

Policy Statement

FIS Community Expectations

Our FIS Community Expectations are FIS Values in action; they provide a common set of expectations for interactions for all members of the school community that anchor our words and actions, and support everyone at school.

Maintaining an environment that is physically and emotionally safe – in which all students can learn, grow, and succeed – is the collective responsibility of all students, school staff, and parents/carers. By working together to proactively model, reinforce, and emphasize this common set of expectations, we can create a supportive, connected and thriving community. When harm has occurred, students are thoroughly supported to take accountability.

Restorative Approach to Accountability and Repair

Relational and restorative practices are at the core of this policy, as they underpin our commitment to a respectful, inclusive, and supportive community. This approach focuses on repairing harm, strengthening relationships, and promoting accountability. This policy frames discipline as an active process; it pairs appropriate consequences with an expectation for individuals to take ownership of their actions and commit to making amends to the community. Through structured dialogue and reflection, restorative practices help build empathy by enabling all parties to understand each other’s perspectives and experiences. In doing so, this fosters a sense of belonging, mutual respect, and trust, supporting a positive community where relationships are valued and maintained.

Accountability is an essential part of learning, personal growth, and maintaining a safe and respectful community.

It involves taking responsibility for one’s actions, understanding the impact on others, and actively participating in repairing harm to the extent that this is possible. Within a restorative approach, accountability is not intended to shame or punish, but to support reflection, learning, growth, and reconnection with the community. Students are supported to acknowledge missteps, participate in problem-solving, make amends through appropriate restorative actions, and demonstrate a commitment to restoring trust and moving forward positively.

Individualized support

The FIS Values and Community Expectations apply to all students. Effectively supporting each student requires a comprehensive, developmentally appropriate approach that may involve adapted response methods. For all students, and in particular for neurodiverse students, students with IEPs, and/or students with identified mental health concerns, the Homeroom Advisor, Learning Support Case Manager and/or Counselor is consulted to gain insights into the student’s unique needs and challenges, and which strategies would best support. Tailored strategies are then developed, aligning with the principles of restorative practice. These strategies encompass a range of approaches, including visual supports, sensory accommodations, and individualized behavior plans that consider stimuli and preferred coping mechanisms. Regular reviews and adjustments of strategies are held to ensure a supportive and inclusive environment where all students can thrive academically and socially. Support always takes into account the needs of the individuals as well as the wider community.

Consequences: Prevention and Intervention

An effective approach to accountability and repair requires collaboration. Parents/carers and school staff are all invested in helping students learn skills and work through missteps. This collaboration may include teaching and modeling positive interactions, holding parent/carer meetings, and/or developing logical consequences designed to promote learning. Our approach is focused on both prevention and intervention.

Prevention

We start with prevention. Our overarching aim is to create classroom communities where students are invested in learning and are motivated to make positive choices. The following preventive measures are used to foster a positive and safe learning community:

  • Embedding relational practices in classrooms and across the school
  • Collaborating with students, families, and school staff to define school-wide Community Expectations and prioritize social and emotional skills
  • Aligning classroom expectations and routines with school-wide Values and Community Expectations
  • Explicitly teaching and modeling expectations and skills to set all students up for success, via IB Approaches to Learning (ATLs) and the Learner Profile (LP)
  • Encouraging and recognizing positive interactions
  • Fostering home-school partnerships through various modes of communication and collaboration
  • Completing risk assessments to anticipate potential issues at off-campus school events, such as field trips

Intervention

If, despite preventative measures, interactions do not align with FIS Values and Community Expectations, our next step is intervention. By embracing restorative principles such as active listening, empathy, and promoting positive relationships, school staff address matters in a holistic and timely manner.

We support those who are harmed by ensuring that they are heard, treated with respect and understanding, have the harm acknowledged, have a voice in determining how the situation is addressed, and are supported to heal and move forward.

Though every situation is unique, in providing guidance for effective and consistent response, this image provides examples of response. Responses in Secondary School should be taken in line with FIS DayBook Guidelines.

Sample Highest Level Harm:

  • Repeated or persistent high level harm
  • Serious or extreme in nature due to intensity, risk, and impact involving verbal/physical/cyber/relational aggression

Head of Section Responses:

  • In School or Out of School Suspension
  • Involvement of External Organizations

Sample High Level Harm:

  • Repeated or persistent medium level harm
  • Leaving school without permission
  • Skipping class
  • Causing health/safety risk to self or others
  • Discrimination
  • Direct refusal to follow instruction
  • Verbal/physical/cyber/relational aggression
  • Inappropriate/disrespectful language, body language and/or tone towards staff
  • Substance use
  • Theft

(Deputy) Head of Section Responses:

All of the below responses, plus:

  • Revisiting privileges: Temporary adjustments to privileges, such as off-campus privileges, participation in school events, and device use
  • Reevaluating extracurricular participation
  • In School or Out of School Suspension
  • Mediation / restorative conversations
  • Home-school partnership
  • A structured series of break or lunchtime reflections to encourage personal growth
  • Withdraw student from lesson

Sample Medium Level Harm:

  • Repeated or persistent low level harm
  • Repeated or persistent low level disruption to learning
  • Inappropriate/disrespectful language, body language and/or tone towards others
  • Refusal to hand over device
  • Excessive lateness
  • Profanity which causes harm

Homeroom Advisor/Teacher Responses:

  • Continued application of low-level responses
  • Meeting with parents to discuss concerns and seek support
  • Problem-solving circle with student/group
  • Mediation/restorative conversations and communication: Conversations may be planned to address concerns collaboratively.
  • Consult/Involve the Counselor and/or Deputy Head of Section
    • Collaboration with external supports
    • Individual counseling: self-regulation skills, social skills, stress management, conflict resolution strategies, and emotional resilience.
    • Personalised behavior support plans
    • Personalised device use support plans

Sample Low Level Harm:

  • Minor disruptions/defiance
  • Minor conflict (shouting, arguing with peers, play fight)
  • Failure to follow instructions
  • Late to class/school
  • Not having classroom materials/not prepared for class
  • Use of device for purposes other than instructed
  • Innapropriate use of device
  • Off-task behavior
  • Minor interruptions or distractions
  • Inappropriate language

Teacher Responses:

  • Contacting parents: Teachers should contact parents to discuss concerns and seek collaborative support.
  • Seating adjustments: A student’s seating arrangement may be adjusted to support focus and engagement.
  • Opportunities for work completion and reflection at break, lunch, or after school.
  • Reconsidering privileges: specific privileges may be temporarily adjusted to encourage focus and accountability.
  • Reflection and growth tools: Students may be asked to complete a written reflection or engage in a structured restorative conversation/communication with a staff member outside the classroom, to provide clarity and encourage accountability.
  • Informing homeroom advisor: Staff members will inform homeroom advisors of recurring concerning student behavior and responses already taken, to provide ongoing support and ensure consistency across learning environments.
  • Follow device use policy

Suspension

Being part of the FIS is dependent on learning and living by our core values. In support of this expectation, a student may be suspended if their actions:

  • Pose an immediate or continuing threat to the safety of others
  • Clearly demonstrates an intentional failure to live within the FIS Values and Community Expectations
  • Deliberately, significantly, and consistently disrupt and impedes the learning and wellbeing of others
  • Have not improved after milder measures have been tried

In general, their own and/or others’ safety is always the priority when determining next steps in a response involving suspension. Students will have the opportunity to explain their perspective before a formal suspension is imposed wherever reasonably possible. Where the student is under 18, parents/caregivers must be informed and involved before or when the measure is decided.

The length of a suspension is relative to the severity of the incident and the circumstances. The Head of Section can approve up to a five day suspension. Any longer suspensions would be approved by the Head of School. Suspensions remove a student from the learning community to provide opportunity for reflection on the FIS Values and Community Expectations and their commitment to them.

  • In-school suspension takes place under the supervision of staff for the duration of the suspension.
  • Out of school suspension takes place at home; the student is not allowed on campus for the duration of the suspension.

During both in and out-of-school suspension, students are not allowed to participate in any school-sponsored activities or sports. Students on suspension are required to complete and turn in any work they miss as a result of their time away from classes.

After a suspension, there will be a restorative re-entry process determined by the Head of Section in collaboration with the student’s support network (where applicable).

Expulsion

Under extreme circumstances, a student’s expulsion may be necessary. The conditions and procedures for an expulsion are regulated by Art. 86 of Bavarian school law (Bayerisches Gesetz über das Erziehungs- und Unterrichtswesen (BayEUG)).

Role of Parents/Carers

Parents/carers play a crucial role in supporting their children to uphold the FIS Values and Community Expectations. The role of parents/carers is outlined in the FIS Home School Partnership. In particular:

Responding To Challenging Interactions

When parents are contacted about challenges or difficulties regarding school interactions, it is always in the spirit of mutual respect and partnership. This allows parents to reinforce learning at home and provide consistent support. Parents are encouraged to respond with one or more of the following actions, and then follow up with the staff member:

  • A follow-up conversation at home to reflect on the situation.
  • Discussions involving similar experiences or fictional scenarios to build understanding.
  • Requesting a meeting to discuss unresolved issues or concerns.
  • Imposing additional consequences at home, if appropriate.

(extract from the Home School Partnership)

FIS Restorative Response Continuum

FIS Restorative Response Continuum

Sources

Thorsborne, Margaret, et al. Implementing Restorative Practices in Schools: A Practical Guide to Transforming School Communities. London, Jessica Kingsley Publishers, 2013.

Thorsborne, Margaret, et al. The Continuum of Restorative Practices in Schools: An Instructional Training Manual for Practitioners. London, Jessica Kingsley Publishers, 2022.[/vc_column_text]

 

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