Hayley Smith, Berry Street Education Model Consultant (Queensland)
Hayley is an international educator and has supported students across the age span through her additional training and expertise in cognitive neuroplasticity and student engagement. In her most recent position before joining the Berry Street Education Model team, she held a strategic role to implement her school’s positive psychology approach to student and teacher wellbeing. Leading restorative practices was a large part of this position. In this blog, she explores how RP can create the conditions for hopeful futures.
Building Hope through Restorative Practices: Exploring the connection between Hope, Restorative practices, and practical tools for individuals and communities.
Hope is an essential ingredient of healthy communities, schools, and relationships. It inspires us to strive for better outcomes, to believe that change is possible, and to support each other in our journeys. In recent years, restorative practices have emerged as powerful tools for nurturing hope and repairing harm. This blog explores the deep links between hope and restorative practices, highlighting how they work hand in hand to build brighter futures.
‘Hope is the belief that the future will be better than the present, coupled with the belief that you have the power to make it so’.
Dr Shane Lopez (2014)
What is Hope?
‘I hope I win the lottery’, is a thought some of us have on a regular basis. However, in reality, hope is more than wishful thinking. Especially if like me, you forget to choose your lotto numbers each week. It’s a positive approach anchored in a belief that challenges can and will be overcome. It’s the feeling that tomorrow can be better than today, and that we have the power to shape that future.
Many of us can recall the experience of living through the pandemic, a time when hope was hard to find. The future felt daunting and unknown, and our usual sense of control over our lives seemed to slip away. This loss of hope highlighted just how important it is to feel empowered and optimistic about what lies ahead. For some, this lack of feeling hopeful for the future is their on-going reality.
Systemic barriers, negative influences from social media, and cultural biases can all have a significant impact on the level of hope experienced by individuals and communities. These obstacles often undermine a sense of empowerment and possibility, making it more challenging for people to feel optimistic about the future. When faced with such barriers, communities may struggle to maintain a positive outlook and individuals can find it difficult to believe in their ability to effect change. Recognising and addressing these challenges is an important step in fostering a hopeful and resilient environment.
In educational and community settings, hope is a driving force that motivates individuals to engage, learn, and grow. In many professions, people rarely engage in thought processes such as ‘I hope I do not make a positive difference today.’ Whether that be in the medical, educational, corporate or emergency services sector. When hope is present, people are more resilient, resourceful, and willing to take positive risks.
How do Restorative Practices build Hope?
At their core, restorative practices are about hope. It is a structured way for people to share their stories, express their thoughts and feelings, and rebuild connections. By bringing people together to address harm and collaboratively find solutions, restorative approaches curate a sense of possibility and optimism. They remind us that mistakes and conflicts are not the end of the road, but opportunities for growth and learning with a strong future focus.
In my experience as an educator, when a student breaks a school rule, such as displaying unsafe behaviours, a restorative approach to address the incident has involved a circle in which the student, those affected, and me as the facilitator discuss what happened, how everyone has been impacted and how to make things right. This process gives everyone a voice, validates their experiences, and creates a pathway for healing. The student learns that they are valued, capable of change, and supported by their community—key ingredients of hope.
It’s also worth noting here that it is rare in school communities that only one person is responsible for what went wrong – often the harm done involves collective responsibility and accountability, so hope is important to everyone involved.
One practical tool for building hope during restorative processes is “Hope Mapping”.
Hope Mapping
Dr Shane Lopez was a leading researcher in the field of positive psychology, known for his work on Hope Theory. His concept of “hope mapping” is a practical tool to help individuals set goals, identify pathways, and maintain motivation, especially in challenging circumstances. When combined with restorative practices, hope mapping can empower individuals and communities to create positive change.
- Goal Setting: Clearly define a meaningful and achievable goal.
- Pathways Thinking: Identify multiple routes or strategies to reach the goal, including alternatives if obstacles arise.
- Agency Thinking: Cultivate the belief and motivation that you can achieve the goal, even when faced with setbacks.
Instructions:
Use this template during restorative circles, conversations, or meetings such as re-entry after suspension/stand-down in schools to guide participants through the hope mapping process. Encourage honest reflection, open dialogue, and collaborative planning.
| Step | Prompt by facilitator |
| Goal Setting | What is your meaningful and achievable goal? |
| Pathways Thinking | List possible pathways or strategies to reach your goal. What alternatives could you try if you face challenges? |
| Predict Obstacles | What obstacles or barriers might get in the way of achieving your goal? |
| Overcoming Obstacles | How could you address or overcome each obstacle? Who or what could support you? |
| Motivation and Support | What motivates you to keep going? Who can you turn to for encouragement and help? |
| Reflection | How do you feel after completing this hope map? What’s your next step? |
Note: This template including the prompts can be adapted for individuals or groups, and is suitable for use in schools, workplaces, and community settings. Regularly revisiting and updating the hope map can strengthen resilience and support ongoing growth.
The benefits of using a structured tool for hope mapping during the restorative process may include:
Empowering individuals to take ownership of their actions and growth
Fostering resilience and optimism, even in challenging situations
Strengthening relationships and community trust
Providing practical strategies for moving forward after conflict
How do we predict obstacles?
Obstacles are the barriers or challenges that might prevent someone from reaching their goal. Identifying obstacles is essential in hope mapping, as it allows individuals and communities to plan and adapt their pathways.
In restorative practices, facilitators encourage participants to name their obstacles and brainstorm alternatives. For example, if an individual fears their apology will be rejected, they might try a written note, a private conversation, or ask for support from someone they trusted. By identifying both pathways (way power) and barriers (obstacles), individuals can build resilience and increase the likelihood of achieving lasting resolution and growth.
Dr Shane Lopez’s hope mapping offers a structured yet flexible approach to goal setting and overcoming obstacles. When embedded within restorative practices, it can transform conflict resolution into an opportunity for personal and collective growth.
Hope anchored in Restorative practices.
Hope and restorative practices are deeply intertwined. When we embrace restorative approaches, we send a clear message: everyone matters, everyone can change, and everyone has a role in building a better future. By nurturing hope through such practices, we create environments where people feel empowered, connected, and ready to face challenges together. It’s a journey worth taking—for ourselves and our communities.
