In schools across the United States, student discipline policies have traditionally been punitive, removing students from the educational. Researchers have shown that punitive consequences are often assigned inordinately to subgroups of students (e.g., Black or Brown students and special education students). Restorative practices are an alternate approach to punitive consequences and are transforming student discipline in schools across the country. The purpose of this qualitative case study was to discover types of support that are needed from school leaders in transitioning teachers to the use of restorative practices in the high school setting. Five teacher participants engaged in the study by participating in one-on-one unstructured/informal interviews and a focus group discussion. Findings in this study included that support from school leaders should consist of developing school climate and culture, establishing a structured implementation plan, and leading with characteristics that identify with transformational leaders. In addition, particular staff, additional stakeholders, and a variety of resources and materials were identified as needed for implementation, along with barriers to implementation of restorative practices, all of which should be considered by school leaders in the planning phase to best support teachers when transitioning to the use of restorative practices.
","abstract_html":"<p>In schools across the United States, student discipline policies have traditionally been punitive, removing students from the educational. Researchers have shown that punitive consequences are often assigned inordinately to subgroups of students (e.g., Black or Brown students and special education students). Restorative practices are an alternate approach to punitive consequences and are transforming student discipline in schools across the country. The purpose of this qualitative case study was to discover types of support that are needed from school leaders in transitioning teachers to the use of restorative practices in the high school setting. Five teacher participants engaged in the study by participating in one-on-one unstructured/informal interviews and a focus group discussion. Findings in this study included that support from school leaders should consist of developing school climate and culture, establishing a structured implementation plan, and leading with characteristics that identify with transformational leaders. In addition, particular staff, additional stakeholders, and a variety of resources and materials were identified as needed for implementation, along with barriers to implementation of restorative practices, all of which should be considered by school leaders in the planning phase to best support teachers when transitioning to the use of restorative practices.</p>","abstract_has_math":false,"creators":["Chmura, Margaret"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Audrey Rabas","Laura Bertonazzi","Jo Anne Freiberg"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:21:34Z","subjects":["Leadership","punitive consequences","restorative practices","restorative justice","zero tolerance policies","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/10","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Audrey Rabas","Laura Bertonazzi","Jo Anne Freiberg"]},{"key":"dc:creator","label":"Author","values":["Chmura, Margaret"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Leadership","punitive consequences","restorative practices","restorative justice","zero tolerance policies","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/10"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In schools across the United States, student discipline policies have traditionally been punitive, removing students from the educational. Researchers have shown that punitive consequences are often assigned inordinately to subgroups of students (e.g., Black or Brown students and special education students). Restorative practices are an alternate approach to punitive consequences and are transforming student discipline in schools across the country. The purpose of this qualitative case study was to discover types of support that are needed from school leaders in transitioning teachers to the use of restorative practices in the high school setting. Five teacher participants engaged in the study by participating in one-on-one unstructured/informal interviews and a focus group discussion. Findings in this study included that support from school leaders should consist of developing school climate and culture, establishing a structured implementation plan, and leading with characteristics that identify with transformational leaders. In addition, particular staff, additional stakeholders, and a variety of resources and materials were identified as needed for implementation, along with barriers to implementation of restorative practices, all of which should be considered by school leaders in the planning phase to best support teachers when transitioning to the use of restorative practices.
"]},{"key":"dc:title","label":"Title","values":["The Role Of School Leadership In Preparing High School Teachers To Engage In Restorative Practices"]}]}],"canonical_facts":{"dc:contributor":["Audrey Rabas","Laura Bertonazzi","Jo Anne Freiberg"],"dc:creator":["Chmura, Margaret"],"dc:description.abstract":["In schools across the United States, student discipline policies have traditionally been punitive, removing students from the educational. Researchers have shown that punitive consequences are often assigned inordinately to subgroups of students (e.g., Black or Brown students and special education students). Restorative practices are an alternate approach to punitive consequences and are transforming student discipline in schools across the country. The purpose of this qualitative case study was to discover types of support that are needed from school leaders in transitioning teachers to the use of restorative practices in the high school setting. Five teacher participants engaged in the study by participating in one-on-one unstructured/informal interviews and a focus group discussion. Findings in this study included that support from school leaders should consist of developing school climate and culture, establishing a structured implementation plan, and leading with characteristics that identify with transformational leaders. In addition, particular staff, additional stakeholders, and a variety of resources and materials were identified as needed for implementation, along with barriers to implementation of restorative practices, all of which should be considered by school leaders in the planning phase to best support teachers when transitioning to the use of restorative practices.
"],"dc:identifier":["https://dune.une.edu/edu_diss/10"],"dc:subject":["Leadership","punitive consequences","restorative practices","restorative justice","zero tolerance policies","Education"],"dc:title":["The Role Of School Leadership In Preparing High School Teachers To Engage In Restorative Practices"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}