This study examined the implementation of restorative practices in a K–5 elementary school and their influence on student behavior, disciplinary actions, and teacher–student relationships. Restorative practices in schools focus on building a positive school climate and addressing student behavior through community and relationship-building rather than punitive measures. The rationale for the study was grounded in concerns regarding the use of exclusionary discipline practices and the need for proactive, student-centered approaches to improving school climate. Two main research questions guided the inquiry: To what extent do restorative practices impact student referrals and disciplinary actions in a K-5 elementary school? How do teachers perceive the influence of restorative practices on relationships and classroom management? The study also answers the following questions: What is the history of using restorative practices? What restorative strategies or tools can be used in the school to impact the overall school climate? How are restorative practices used to facilitate relationship building from teacher to student and student to student? How does the use of restorative practices affect the number of student referrals?
The purpose of this study was to evaluate the effectiveness of restorative practices in reducing behavioral referrals and strengthening relationships. The study was conducted at Happy Elementary School and data collection involved teacher interviews and discipline referral data. Findings indicated the implementation of restorative practices led to reduced discipline referrals, strengthened teacher–student relationships, and improved peer interactions. Recommendations include expanding professional development opportunities, embedding restorative language into daily instruction, and monitoring sustainability through ongoing data analysis.
","abstract_html":"<p>This study examined the implementation of restorative practices in a K–5 elementary school and their influence on student behavior, disciplinary actions, and teacher–student relationships. Restorative practices in schools focus on building a positive school climate and addressing student behavior through community and relationship-building rather than punitive measures. The rationale for the study was grounded in concerns regarding the use of exclusionary discipline practices and the need for proactive, student-centered approaches to improving school climate. Two main research questions guided the inquiry: To what extent do restorative practices impact student referrals and disciplinary actions in a K-5 elementary school? How do teachers perceive the influence of restorative practices on relationships and classroom management? The study also answers the following questions: What is the history of using restorative practices? What restorative strategies or tools can be used in the school to impact the overall school climate? How are restorative practices used to facilitate relationship building from teacher to student and student to student? How does the use of restorative practices affect the number of student referrals?</p> <p>The purpose of this study was to evaluate the effectiveness of restorative practices in reducing behavioral referrals and strengthening relationships. The study was conducted at Happy Elementary School and data collection involved teacher interviews and discipline referral data. Findings indicated the implementation of restorative practices led to reduced discipline referrals, strengthened teacher–student relationships, and improved peer interactions. Recommendations include expanding professional development opportunities, embedding restorative language into daily instruction, and monitoring sustainability through ongoing data analysis.</p>","abstract_has_math":false,"creators":["Tomaszewski, Kathleen"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Don Angelaccio","Harrington Gibson","James Fitzpatrick"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-04-01T07:00:00Z","date_published":"2026-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Restorative Practices","K–5 Education","Behavioral Interventions","Discipline Reform","SEL","Student-Teacher Relationships","Educational Leadership","Elementary Education","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/981","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Don Angelaccio","Harrington Gibson","James Fitzpatrick"]},{"key":"dc:creator","label":"Author","values":["Tomaszewski, Kathleen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-03-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Restorative Practices","K–5 Education","Behavioral Interventions","Discipline Reform","SEL","Student-Teacher Relationships","Educational Leadership","Elementary Education","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/981"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the implementation of restorative practices in a K–5 elementary school and their influence on student behavior, disciplinary actions, and teacher–student relationships. Restorative practices in schools focus on building a positive school climate and addressing student behavior through community and relationship-building rather than punitive measures. The rationale for the study was grounded in concerns regarding the use of exclusionary discipline practices and the need for proactive, student-centered approaches to improving school climate. Two main research questions guided the inquiry: To what extent do restorative practices impact student referrals and disciplinary actions in a K-5 elementary school? How do teachers perceive the influence of restorative practices on relationships and classroom management? The study also answers the following questions: What is the history of using restorative practices? What restorative strategies or tools can be used in the school to impact the overall school climate? How are restorative practices used to facilitate relationship building from teacher to student and student to student? How does the use of restorative practices affect the number of student referrals?
The purpose of this study was to evaluate the effectiveness of restorative practices in reducing behavioral referrals and strengthening relationships. The study was conducted at Happy Elementary School and data collection involved teacher interviews and discipline referral data. Findings indicated the implementation of restorative practices led to reduced discipline referrals, strengthened teacher–student relationships, and improved peer interactions. Recommendations include expanding professional development opportunities, embedding restorative language into daily instruction, and monitoring sustainability through ongoing data analysis.
"]},{"key":"dc:title","label":"Title","values":["Examining the Impact of Restorative Practices on Student Behavior, Discipline, and Relationships in a K–5 Elementary School"]}]}],"canonical_facts":{"dc:contributor":["Don Angelaccio","Harrington Gibson","James Fitzpatrick"],"dc:creator":["Tomaszewski, Kathleen"],"dc:date.available":["2026-03-27T07:00:00Z"],"dc:description.abstract":["This study examined the implementation of restorative practices in a K–5 elementary school and their influence on student behavior, disciplinary actions, and teacher–student relationships. Restorative practices in schools focus on building a positive school climate and addressing student behavior through community and relationship-building rather than punitive measures. The rationale for the study was grounded in concerns regarding the use of exclusionary discipline practices and the need for proactive, student-centered approaches to improving school climate. Two main research questions guided the inquiry: To what extent do restorative practices impact student referrals and disciplinary actions in a K-5 elementary school? How do teachers perceive the influence of restorative practices on relationships and classroom management? The study also answers the following questions: What is the history of using restorative practices? What restorative strategies or tools can be used in the school to impact the overall school climate? How are restorative practices used to facilitate relationship building from teacher to student and student to student? How does the use of restorative practices affect the number of student referrals?
The purpose of this study was to evaluate the effectiveness of restorative practices in reducing behavioral referrals and strengthening relationships. The study was conducted at Happy Elementary School and data collection involved teacher interviews and discipline referral data. Findings indicated the implementation of restorative practices led to reduced discipline referrals, strengthened teacher–student relationships, and improved peer interactions. Recommendations include expanding professional development opportunities, embedding restorative language into daily instruction, and monitoring sustainability through ongoing data analysis.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/981"],"dc:subject":["Restorative Practices","K–5 Education","Behavioral Interventions","Discipline Reform","SEL","Student-Teacher Relationships","Educational Leadership","Elementary Education","Elementary Education and Teaching"],"dc:title":["Examining the Impact of Restorative Practices on Student Behavior, Discipline, and Relationships in a K–5 Elementary School"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}