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The purpose of this study was to examine the Problem of Practice (POP) to determine if Restorative Practices (RP) can have an impact on the disproportionality of out of school suspensions (OSS) for Black and Multi-Race students at Eastern High School. RP has emerged as a promising intervention to mitigate racially disproportionate practices in schools and to decrease suspensions by improving school culture through authentic relationships and respectful accountability. The Dissertation in Practice (DIP) investigated how RP was used to impact out of school suspensions, more specifically, subjective offenses that led to out of school suspension for Black/Multi-Race students. Disproportionality measures including student-level risk indices, risk differences, and risk ratios were calculated and compared between Black/Multi-Race students and White students at Eastern High School over three years. The findings report a decrease in suspensions and risk measures for the total population, Black and Multi-Race, and White students over the three-year cycles of study. In summary, Restorative Practices made an impact by decreasing the disproportionality of out of school suspensions for Black/Multi-Race students and the total student population over the three-year study.

Restorative practices and trauma-informed approaches in the classroom have recently gained recognition for their potential to enhance student well-being, foster positive relationships, and improve behavior. This action research project sought to explore and implement restorative practices in a trauma-informed framework within an elementary classroom setting. Prioritizing overall well-being, the study aimed to assess the impact of restorative practices on student behavior, interpersonal relationships, and emotional resilience. Through a combination of classroom observations, interviews, and surveys, the goal was to provide insight into the effectiveness of integrating restorative approaches in the context of trauma-informed education. Findings contributed practical recommendations for educators hoping to create inclusive, healing spaces that promote positive behavior and social-emotional growth among students. The project was conducted in one elementary classroom of twenty-four students who have experienced various forms of trauma. The research design relied on the implementation of restorative practices, such as circle discussions, community-building activities, and conflict-resolution strategies, within a trauma-informed framework that promoted safety, trust, and empowerment. A collaborative and participatory action research approach involving the teacher, students, and other relevant schoolwide stakeholders guided the research.

This mixed methodology action research project addressed the effect of peer mediation on the elementary school level and how peer mediation reduces conflict and improves school culture and climate. This project analyzed the impact of peer mediators who are trained to problem solve through the restorative justice lens. Using a restorative justice lens, students in intermediate grade levels supported primary grade levels with reducing conflict by repairing harm. Students were trained in peer mediation skills and restorative questions. Students who were involved in consistent conflict were given Likert surveys before and after this project on their feelings on the peer mediation program and the effectiveness of their problem solving experiences. Classroom observational data such as behavior write-ups were collected and analyzed for recurrence. A school culture and climate survey was given to the entire caseload of students before and after this study to gauge if peer mediation improved the culture and climate of the school in the eyes of the students. A fifth year special education teacher in a Title 1 school examines the question, how do the effects of peer mediation and the use of peer mediators reduce conflict and increase positive culture and climate in schools?

This study explores the impact that student feedback has on student-teacher relationships and the learning environment using a restorative justice, trauma-informed, resilience-oriented lens among Indigenous students. Although previous research and literature exists on the classroom environment, student-teacher relationships, and student feedback, few investigate all three elements together and even less do so with Indigenous students. To observe the effect of student feedback on student-teacher relationships and the learning environment, the teacher-researcher implemented feedback and suggestions illuminated in student surveys and interviews on a treatment group and compared those results with a control group that received no intervention on their suggestions. The study shows that soliciting student feedback and implementing their suggestions increase feelings of safety and support in the learning environment and increases the attachment a student has with their teacher due to increased feelings of trust and care in the student-teacher relationship and the changes made in the classroom environment that support student engagement and learning.

Throughout the world of education teachers and administrations struggle to foster internal motivation within their students across the board. The world of a ninth grade classroom can be a challenging one for all involved. Developing strong relationships and capacity within that setting may build a sense of belonging that drives students towards positive outcomes. This action research study used community circles (Silverman & Mee, 2019) to see if it was possible to improve student outlooks on the topics of positive classroom culture. Community circles were implemented weekly across six weeks. Students were surveyed at the beginning and the end of the six week period. During each of the sessions, the teacher researcher used restorative justice principles to lead students through discussions aimed at fostering a growth in the classroom's capacity to handle adverse situations and build community. Students were given increasingly more demanding topics to discuss as the weeks went on. At the end of the study, data was gathered in order to create a comparison. Student interviews were also conducted. Informal field notes and observations were collected and used as formative input to guide topics throughout the process. Survey data and student interviews showed an increase in student sense of belonging at the end of the six week period.

Classrooms are often complex, lively places where great learning has the potential to take place. Research has shown that not only is instructional strategy, or pedagogy, a critical element to be considered for optimal learning to occur but so is the classroom environment that is fostered by the teacher. In particular, the literature centered on mathematics instruction indicates that discourse is a highly effective way that educators can use to promote deep conceptual understanding of the skills being introduced. Discourse, or written or spoken communication or debate, relies on members of a learning community to interact respectfully and positively for the topic to be discussed thoroughly and meaningfully. Therefore, developing a classroom community that is safe, inclusive, and responsive to student needs should be of equal importance to teachers. Restorative practices have been shown to proactively promote a sense of belonging and community in schools, thus enabling students to be more engaged in learning at an individual level and cooperatively with their peers. The purpose of this study was to examine if the integration of math discourse and restorative practices has an impact on the mathematical conceptual understanding of students.

Education is at the heart of our society. There are many obstacles students face when trying to learn. One way to combat these negative factors is by promoting healthy relationships among students and between students and teachers. Restorative Justice in Education (RJE) is a movement that seeks the well-being of all by promoting healthy relationships. One tool used in RJE is informal, proactive circles, in which students and teacher build community and trust through sharing in a circle together. While circles are very common in early childhood education, as students advance through school, they seem to be utilized less and less. One impetus for this study was to determine the impacts of these circles in a high school class, and, more specifically, a high school mathematics class. This study took place in a private, suburban high school. An Honors Geometry class of eighth, ninth, and tenth grade students and their teacher (the teacher-researcher) participated in weekly proactive community building circles over a nine-week period of time. Two other Honors Geometry classes served as the control group for measuring the impacts of these circles. The results of the study show a slight increase in students' self-views involving both perseverance and learning from mistakes for those in the research class. The results did not show an increase or deficit in academic knowledge and skill for those who participated in the study. However, there was an apparent increase in engagement and enjoyment among the research participants.