Restorative practices (RP) have been shown through research to produce positive results on school culture and reductions in measures of exclusionary discipline especially when a whole-school and culture change approach is utilized. Further, the benefits of RP include fostering community, belonging, and supporting the development of positive…

Restorative justice, a nonpunitive alternative to traditional school discipline, emphasizes building and repairing relationships rather than punishing misbehavior. In addition to reducing reliance on suspension, restorative practices correlate with narrowed discipline gaps for minoritized student populations. It is essential for school leaders…

Principals have several responsibilities pertaining to the school environment. One of their primary responsibilities is overseeing school discipline and creating a positive school climate and culture. This qualitative study examined the perceptions of middle school principals regarding the implementation of restorative practices in their middle…

Purpose: The purpose of this qualitative study was to examine the thoughts, feelings, and actions of middle school administrators regarding their school leadership and their influence on the use of exclusionary and restorative justice practices. Theoretical Framework: This research was on grounded by two foundational theories: Sociocultural Theory…

The problem examined in this qualitative arts-based phenomenological multi-site case study was the existence of racial discipline disparities in K-12 public schools throughout the United States. The purpose of this study was to illuminate the lived experiences of middle school principals leading the implementation of restorative justice practices…

The school-to-prison pipeline has been an ongoing phenomenon for many decades that disproportionately and negatively impacts students of color. Due to research suggesting school principals play a critical role in the student disciplinary decision-making process, the present study aimed to better understand how principals make discipline decisions…

The purpose of this qualitative study was to examine the experiences and knowledge that informed the decision-making of nine principals from a large midwestern urban district who shifted from implementing mainly exclusionary to restorative practices. Framed by Lederach's conflict transformation theory, the research question was: What knowledge and…

Students placed in a traditional disciplinary program at school are not served in a way that effectively deters them from future infractions and subsequent contacts with administrators or disciplinary referrals. Also, the emphasis of many institutions is reactive, responding to incidents of misbehavior or misconduct. Instead, the focus could be…