Date of Award
6-19-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Second Advisor
Richard Casey
Committee Members
Holly Billings
Abstract
The purpose of this qualitative single case study was to examine how participation in the Don’t Suspend Me! (2022) professional development influenced teachers’ beliefs about discipline and their implementation of restorative practices within one public school district. Guided by Guskey’s (2002) Model of Teacher Change, this study sought to answer the research question: How does participation in the Don’t Suspend Me! (2022) professional development influence teachers’ implementation of restorative disciplinary practices and their beliefs about discipline within one public school district? Data were collected through a teacher questionnaire, individual interviews, and researcher reflexive journaling, with trustworthiness supported through triangulation, member checking, and consistent protocols. Findings showed that teachers reported shifts in both mindset and practice, emphasizing (1) restorative practices must include student accountability, (2) strong teacher-student relationships form the foundation of effective discipline, (3) discipline requires a trauma-informed and developmental lens, and (4) teachers need practical, classroom-ready strategies to sustain implementation. This study finds that districts need to ensure ongoing professional development is available for successful implementation and sustainability. Overall, results suggest that targeted professional development can positively shape teachers’ beliefs about discipline and support increased use of restorative, relationship-centered approaches.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Hale, Bethanie, "The Implementation of Restorative Practices Through the Don’t Suspend Me! Professional Development" (2026). Student Theses and Dissertations. 1163.
https://arch.astate.edu/all-etd/1163
