Date of Award

Spring 6-10-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

Julie Antilla

Second Advisor/Committee Member

Pete Renn

Third Advisor/Committee Member

Jorge Preciado

Keywords

Collaborative and Proactive Solutions, Collaborative Problem Solving, Restorative Practices, Restorative Interventions, Restorative Justice, School Discipline, Restraint, Seclusion/Isolation, Corporal Punishment, Empathetic Discipline

Abstract

Student discipline in the United States consists of a myriad of methods, including suspension, corporal punishment, isolation, seclusion, and restraint. Since the onset of COVID-19, students and staff have experienced an increase in trauma which has impacted the social-emotional skills of students and teacher burnout. Post-COVID student discipline requires a different approach to discipline combined with restorative practices, which can alter the discipline landscape. This qualitative case study investigates the impact of proactive empathetic discipline and Restorative Practices on student discipline, executive functioning, and school culture.

Grounded in Social Learning Theory, Self-Regulation Theory, and Respect for Children, this study examines discipline trends and the academic impacts of exclusionary discipline. Research on both Collaborative and Proactive Solutions and Collaborative Problem Solving is presented. Finally, research on Restorative Approaches to School Cultures is presented. The data in this study were analyzed utilizing embedded subcases within a holistic case framework. Results demonstrate a substantial decrease in exclusionary discipline incidents, fewer extreme behavioral infractions, and an increase in relational trust among students and staff. While challenges remain, particularly in fostering peer-to-peer relationships, the findings suggest that a proactive, restorative approach can serve as a sustainable alternative to traditional punitive discipline.

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