It is very, very much more complicated than that, Tanny. RP works better in some cases, but "traditional" behaviour management systems work best in others. There is a tendency for schools to throw their lot in with one system at the expense of others: for instance, a school become WHOLLY positive assertive discipline or WHOLLY RP: I believe that is a mistake. In my opinion, limit setting - if it is done right - works exceptionally well in establishing boundaries, and getting the majority of children to behave most of the time. RP - if it is done right - works exceptionally well with the more difficult of children and more intractable problems. This is echoed in the criminal justice system where RP originated: the most serious offenders were less likely to re-offend after a process of RP than those who hadn't. I work with PGDE students, and I have trained a few ex-police officers who are totally convinced by Restorative Justice having been involved in it a lot in their respective forces. However, they are skeptical about how it is interpreted by some schools and put into place.