Date of Award

4-5-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Jessica Dougherty

Second Advisor

Adrian Cortes

Third Advisor

Dane Joseph

Abstract

The process of punitive disciplinary processes are shifting in K-12 educational institutions. This study explored the implementation of a school-wide disciplinary process that integrates the philosophy of restorative justice and its practices. The goal of the study was to reduce the amount of punitive punishment, address social issues of bullying and discrimination, and improve the overall school climate. During the study, data revealed the overall importance of implementing teacher training so that the staff understands the long-term impact of restorative justice to successfully implement the practices. My dissertation also revealed through the use of mixted methods, the importance of using restorative justice practices to impact student behavior positively. The study utilizes surveys, conversations, disciplinary data, and interviews to gather research data. This study discusses themes that were presented during the exploration of restorative justice, such as Equality versus Equity, Transparency versus Confidentiality, Facts versus Perceived Beliefs, Multicultural Competence versus Lack of Diverse Perspective, and Behaviors versus Relationships. While progress was made during the implementation process, this dissertation concludes that without appropriate staff training and program development, the integration of a new disciplinary system will succeed.

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