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This paper summarizes findings about restorative practices as one aspect of a research study examining vice-principals’ responses to harmful cyber events such as cyberbullying and online aggression. It also considers the school’s moral and legislated role in responding to these events. It is theorized that these negative online interactions occur as a result of a lack of social regulation, social presence, and empathy. Three theories are considered in connection to cyber conflict and cyberbullying: Tompkins’ affect theory; Braithwaite’s re-integrative shame theory; and Rettie’s social presence theory. The first two are key restorative practices theories while the third considers social presence in online learning environments. Findings indicate that schools are a nexus for online events where the intersection of these theories is evidenced in practice. Based on these findings, recommendations include deliberate consideration for introducing elements of social presence, online regulation, community building, and empathy before and responding to cyber events.

Standing on the Edge: How School Leaders Apply Restorative Practices in Response to Cyberbullying and Online Aggression