Date Approved
7-26-2023
Graduate Degree Type
Project
Degree Name
Education (M.Ed.)
Degree Program
Education Leadership & Counseling
First Advisor
Catherine L. Meyer-Looze
Second Advisor
Rick Vandermolen
Academic Year
2022/2023
Abstract
Exclusionary discipline has become a punitive-based response to frequent negative student behaviors. Exclusionary discipline is linked to lower academic achievement and lower personal achievement of students compared to those of their counterparts who are not experiencing exclusionary discipline (Gerlinger et al., 2021; Skiba et al. 2014) Integrating restorative practices into the school setting will work to decrease the amount of student delinquencies and increase student academic performance, social-emotional intelligence, and positive student engagement between peers and staff members. Key components for this program will be a professional development program for all school personnel as well as integration of preventative and responsive disciplinary techniques that will work to build community within the school (Gregory et al. 2016; Hall et al., 2021; Weaver & Swank, 2020). Increasing positive student and staff relationships will build empathy and respect, ultimately decreasing the amount of discipline referrals and exclusionary discipline within the school setting.
ScholarWorks Citation
Bulk, Venessa A., "Building Climate and Culture with Stakeholders Through Restorative Discipline Practices" (2023). Culminating Experience Projects. 336.
https://scholarworks.gvsu.edu/gradprojects/336
