Parramatta Public School · School leadership
Return to School
Prepare the space, repair the harm and honour the progress. A working return plan for the following days.
Before the Student Arrives
Decontaminate the space.
Prepare the Space
Change something visible before the student arrives. The source describes Michael Grinder's contamination principle: the same physical cues trigger the same shame response. Even a small change signals that today is different.
Check the Affected Parties
Check emotional readiness before arrival. A staff member still carrying anger can contaminate the space more than the furniture.
The Return Conversation
Repair the harm.
The Opening
Open with warmth and a clear statement of purpose. Seat everyone in a circle or equal arrangement — no one behind a desk.
"Welcome back [name]. We are glad you are here. Today is about making sure that when you walk into your classroom things are genuinely different - for you and for the people around you. That is what we are going to work through together today."
If affected parties are present, introduce their role explicitly.
"[Name] is here because they were affected by what happened. They have agreed to be part of helping us find a way forward together."
The Restorative Questions
Student answers first, then affected parties. Facilitator summarises each phase before moving on.
Past
"What happened from your perspective?"
Present
"Who has been affected and how?"
Future
"What needs to happen to make things right?"
If a student is non-verbal or reluctant, use the same questions with pen and paper or a trusted support person speaking on their behalf.
The Following Days
Honour the progress.
The Handover
Before classroom entry, hand ownership of the return to the classroom teacher or year level coordinator. This signals re-entry into normal community, not continued supervision.
"[Name] had a really good conversation this morning. They understand what is expected and they are ready to be back. I would love for you to find a moment today to check in with them - not about what happened but about how they are going."
Do not brief the teacher with warnings or conduct conditions. Brief them with what went well.
The Check-in Sequence
Three brief check-ins name progress, not problems to monitor. Give success a visible horizon.
Day 1
"How did today go? What is one thing that went well?"
Day 3
"I have noticed [specific behaviour]. That is exactly what you said you would do. Well done."
Day 7
"You have been back a week. What do you want people to know about how things have changed?"
If the agreed timeline has a specific end point, name it and honour it: “Next Friday we will sit down and I will tell you what I have seen.”