Thomas Procter-Legg is a DPhil Student in the Department of Education at the University of Oxford, focusing his research on the application of restorative practice within the context of special educational needs and disabilities (SEND). With over five years of leadership experience as the Head Teacher of a special academy in Oxfordshire, UK, Thomas has spearheaded initiatives aimed at enhancing the educational outcomes for students with SEND. His extensive background includes roles such as a SEND Reviewer for Whole School SEND, a Teaching School Director, and the Principal Designate for a successful Free School bid.
Thomas is deeply committed to the principles of restorative practice, actively participating in communities such as the Global Alliance for Restorative Justice and Social Justice, where he contributes to research exploring the nexus between restorative justice and social justice. Beyond his advocacy for restorative practices, Thomas champions creativity in education, drawing from his Fine Art background from Chelsea College of Art. This creative influence informed his leadership approach and led to the co-founding of an innovative partnership between the special academy and the University of Oxford Gardens, Libraries, and Museums. This project, emphasizing cultural learning and relationships, stands as the longest-standing collaboration between a special school and the University of Oxford. Thomas views the integration of creative and restorative practices within educational settings as essential, with his current research delving into their interplay within the special education landscape.
Thomas is deeply committed to the principles of restorative practice, actively participating in communities such as the Global Alliance for Restorative Justice and Social Justice, where he contributes to research exploring the nexus between restorative justice and social justice. Beyond his advocacy for restorative practices, Thomas champions creativity in education, drawing from his Fine Art background from Chelsea College of Art. This creative influence informed his leadership approach and led to the co-founding of an innovative partnership between the special academy and the University of Oxford Gardens, Libraries, and Museums. This project, emphasizing cultural learning and relationships, stands as the longest-standing collaboration between a special school and the University of Oxford. Thomas views the integration of creative and restorative practices within educational settings as essential, with his current research delving into their interplay within the special education landscape.