A Quantitative Study on the Effects of Restorative Practices on Discipline Among Black Students in Secondary Schools

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

8-31-2026

Abstract

Black students continue to face disproportionate disciplinary consequences in American secondary schools despite decades of civil rights progress. The purpose of this quantitative study was to investigate the impact of restorative practices on student discipline outcomes among Black students in secondary schools. Specifically, the study examined whether there was a measurable difference in the frequency of in-school and out-of-school suspensions before and after the implementation of restorative practices. Despite legal milestones like Brown v. Board of Education, Black students remain disproportionately affected by exclusionary discipline, which often removes them from the learning environment and contributes to the school-to-prison trajectory. The literature reveals that Black students are suspended at rates three times higher than their White peers, contributing to what scholars term the school-to-prison pipeline. The literature suggests that traditional zero-tolerance policies have failed to address behavior constructively. In contrast, restorative practice, grounded in Restorative Justice Leadership Theory, offers a relationship-centered alternative focused on accountability and community. To evaluate the efficacy of this intervention, this study utilized a quantitative, quasi-experimental, single-group pretest–posttest design using retrospective archival data. The research analyzed disciplinary records from a suburban Texas school district, specifically comparing suspension data for Black students across two academic years: the pre-implementation year (2023–2024) and the post-implementation year (2024–2025). Data analysis involved paired-samples t-tests to determine whether suspension rates changed significantly following the adoption of restorative practices. Results indicated a statistically significant reduction in in-school suspensions following implementation, while out-of-school suspensions showed a consistent but nonsignificant downward trend, with total suspensions declining from 1,040 to 964. This study addresses a research gap by examining the measurable influence of restorative frameworks on reducing disciplinary disparities in secondary education. The study contributes to ongoing efforts to dismantle exclusionary disciplinary systems and promote more equitable educational environments for Black students in secondary schools. Keywords: restorative practices, school discipline, Black students, school-to-prison trajectory, exclusionary discipline

Advisor

Mack Hines

Subject Categories

Education | Secondary Education

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