Date of Award

5-2024

Degree Type

Thesis

Degree Name

Education Specialist (EdS)

Department

Psychology

First Advisor

Dr. Lisa Kelly-Vance

Abstract

Schools have been employing zero-tolerance policies for decades without knowing the true consequences these disciplinary procedures have on students, especially culturally and linguistically diverse (CLD) students. Restorative Practices are a useful tool that can be implemented as an alternative disciplinary method. The current study focuses on restorative circles, which has shown evidence for improving school climate and teacher-student relationships, as well as reducing inappropriate disciplinary practices. Restorative circles mend relationships and bring the school community closer together. The purpose of the current study was to provide restorative circles training via online video modules to one elementary school teacher in the Midwest. Percentage of questions answered correctly on the pre- and post-survey was used to determine growth in participant’s knowledge of restorative circles. Pre- and post- classroom disruptive behavior ratings were compared to determine if there was a reduction in disruptive behavior. The results of the study found teacher knowledge of restorative circles did increase from pre- to post- test. Additionally, disruptive classroom behavior increased from the pre- to post- data collection. Limitations and considerations for futures studies are discussed.

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