African American males receive a disproportionate number of referrals that result in punitive and exclusionary consequences. These referrals are often more subjective and include reasons such as disrupting class, disrespect, and refusal to obey. In- and out-of-school suspensions lead to a loss of instructional time for students, as well as a disengagement and lack of belonging for African American males. This dissertation in practice used an improvement science design to examine the problem of practice as related to discrepancies in referrals in a rural district in the southeast. This study aimed to determine the role that Community Building Circles, which are a component of Restorative Practices, could play in making all students feel included, in building positive student-teacher relationships, in helping educators better understand their students' experiences and perspectives, and in building positive classroom cultures. Results revealed that teachers did observe student vulnerability and demonstrated an increase in student empathy, increased sense of community, and positive relationship-building. Recommendations include intentionally implementing CBCs in more school settings as a proactive approach to classroom management using PDSA cycles through improvement science. The goal of this intervention is to reduce reactive and exclusionary disciplinary practices in schools and to replace them with proactive approaches that provide the opportunity to build positive relationships. Policy makers, colleges and universities, and local schools should create an expectation of teachers to intentionally build positive relationships with students and learn to proactively address discipline issues in lieu of writing referrals for minor offenses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]