Date of Award
4-28-2025
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Dr. Brian Boothe
Second Reader
Dr. Tosca Grimm
Keywords
restorative practices, exclusionary discipline, social-emotional development
Abstract
This paper explored the impact restorative practices have on the social-emotional development of school-age children. This topic is discussed through research on implementation, perceptions, and lived experiences with restorative practices. The participants of these studies consisted of administrators, staff, and students from elementary, middle, and high schools around the world. The administrators and staff had varying years of experience, and the student participants encompassed many different demographics. Results from the studies reveal three key aspects of social-emotional development for students. These three aspects were relationship building, empathy, and accountability. Additionally, participants generally felt restorative practices and the tools contained within the approach, such as restorative circles, positively impacted students. While the positive impact was well noted, the research also highlighted the need for whole school onboarding, staff and student buy-in, and allowance of time for the model to be fully implemented with fidelity before considering changes. Further research is needed on the ability of restorative practices to curb student misbehavior.