Restorative practice in PE? Implementing restorative approaches in the Irish primary physical education classroom

In recent years, there has been growing recognition of physical education (PE) as a vital platform for fostering holistic child wellbeing and thus supporting the physical, social, emotional, and cognitive elements of wellbeing. However, the approaches to promoting such development must continuously evolve in response to changing societal needs. While there is an increasing educational discourse on the effects of restorative practice (RP) on school communities and child learning, its potential impact within PE has not been sufficiently explored. This article explores how one Irish primary school teacher used RP to support children's social wellbeing in PE and considers the implications for the teacher's own professional practice. Framed as an autoethnographic self-study approach, Gráinne (the lead researcher) reflects on her two-year journey, drawing on critical incidents and personal reflections to explore the challenges and successes of integrating RP into PE. The findings highlight how RP shaped both student experiences and the teacher's evolving identity and development, requiring sustained self-reflection and emotional awareness. Contributing to the limited literature on RP in Irish PE settings, this research illustrates the potential of RP to positively impact children's social wellbeing and thus could be used to effectively support holistic development.