Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Stacey Wilson-Norman

Abstract

This mixed methods study explored the perceptions of teachers in North Carolina alternative schools regarding the implementation and impact of restorative practices (RPs) on professional practice, student behavior, academic progress, and reentry outcomes after behavioral incidents. A sequential explanatory mixed methods design was used, beginning with an 18-item Likert scale survey completed by 30 educators and followed by 10 semi-structured interviews. Quantitative findings revealed moderate agreement that RP improved classroom management and conflict resolution, though academic and attendance gains were limited. Qualitative findings offered deeper insight into how restorative circles cultivated trust, accountability, and student voice, enabling more effective student-teacher relationships and smoother classroom reentry. Interview participants consistently described a shift away from punitive discipline toward relational, empathetic approaches rooted in communication and reflection; however, findings also underscored barriers, including inconsistent implementation, time constraints, and the need for stronger administrative leadership. The study concluded that while RP has the potential to transform school climate and professional practice in alternative settings, its success depends on school-wide integration, cultural alignment, and sustainable training. Implications for practice and future research include the development of culturally responsive RP models, student-led restorative circles, and longitudinal studies examining long-term effects on academic and behavioral outcomes.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Download

Included in

Education Commons

Share

COinS