School Leaders’ Perceptions of Restorative Practices on Student Behavior

Author

Jennifer M. Herold Fontenot, Abilene Christian UniversityFollow

Campus Location

Dallas Campus (Online)

Date of Award

9-2025

ORCID

https://orcid.org/0009-0002-3525-1523

Document Type

Dissertation

Department

Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Christie Bledsoe

Second Committee Member or Secondary Advisor

Sandra Harris

Third Committee Member or Committee Reader

Mark Weatherly

Abstract

United States public schools turned to a zero-tolerance approach to school discipline with hopes of improving school safety and climate in the 1990s. Administrators dispensed consequences such as suspension and expulsion without considering the whole student, regardless of the student’s conditions, motivations, or background. Many schools today focus on punitive measures rather than a holistic approach that considers the root causes of behavior, such as socioeconomic factors, mental health issues, or the student’s home life. Such actions can lead to disproportionately harsh punishments for marginalized students, particularly those from low-income backgrounds or communities of color, exacerbating existing inequalities. Thus, the problem is that when educators ignore students’ needs and punish them with exclusionary practices, students feel disconnected from their school community, leading to feelings of isolation and segregation. The purpose of this qualitative case study was to explore educational leaders’ perceptions of restorative practices on student behavior at suburban secondary schools in Texas. This qualitative case study focused on 15 educational leaders from three large, suburban school districts. Data collection involved in-depth, semistructured interviews designed to capture educational leaders’ lived experiences and insights into restorative practices on student behavior. Thematic analysis, conducted using a structured coding framework, identified patterns related to Maslow’s theory. The findings of this study identified themes related to Maslow’s theory and linked to the effective use of restorative practices in schools: safe environments, building belonging and relationships, self-esteem and voice, personal growth, and positive impacts on school climate. Based on the findings, recommendations include embedding restorative practices within a theoretical framework, creating a school-wide culture of belonging, reducing reliance on exclusionary discipline, developing collaborative partnerships with students and families, and monitoring and evaluating restorative outcomes.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Herold Fontenot, Jennifer M., "School Leaders’ Perceptions of Restorative Practices on Student Behavior" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 940.
https://digitalcommons.acu.edu/etd/940