School of Education


Doctor of Philosophy in Education (PhD)


Breck Perry


restorative discipline, case study, alterative discipline practices, student support




The purpose of this single embedded case study was to describe the way in which restorative discipline practices are implemented alongside traditional discipline policies by the faculty and staff in one public school district in the American South. The theories that guided this study were pragmatism and Bandura’s social learning theory, as they explain how discipline policies can be co-mingled to offer the best support for all stakeholders. The methodology for this study followed the single embedded case study design and included maximal purposeful sampling of faculty and staff from across the district. Data collection took place through individual interviews, focus groups, and document analysis. Thematic and content analysis was used as a means of identifying three themes which are building relationships, professional development, and empowerment. The results of the study were that the implementation of restorative practices must begin with district and school leaders, as stakeholders look to them for leadership and guidance. Fidelity and consistency were also identified as key components necessary for full implementation. The findings of this study contribute to the body of research concerning implementation strategies for restorative practices and fill a gap in the literature that describes how a semi-rural school district in the American South has chosen to implement restorative practices to best suit the needs of those at all levels of the school system.

Available for download on Friday, August 23, 2024

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