EXAMINING THE IMPACT OF RESTORATIVE CIRCLES ON STUDENT DISCIPLINE FOR BLACK STUDENTS IN A RURAL, LOW-SOCIOECONOMIC STATUS MIDDLE SCHOOL

Abstract

This Dissertation in Practice examined the impact of restorative circles on student discipline for Black students in a rural, low-socioeconomic middle school in Eastern North Carolina. Persistent disparities in disciplinary outcomes continue to disadvantage Black students nationally, despite evidence that punitive approaches such as zero-tolerance policies fail to improve behavior or academic achievement. Guided by the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework and grounded in principles of equity and social justice, this study explored whether restorative circles, an evidence-based component of restorative practices, could serve as a viable alternative to exclusionary discipline and strengthen students’ sense of belonging and relationships with staff. A convergent mixed-methods design was employed using the Plan-Do-Study-Act (PDSA) model across three phases. Quantitative data included pre- and post-implementation discipline referral rates disaggregated by race and classroom. In contrast, qualitative data were collected through focus groups with staff, students, and parents. Twenty percent of the faculty at Seahawk Middle School implemented restorative circles during the 2024–25 academic year. Findings indicated a reduction in overall referrals for participating classrooms, particularly among Black students, and an improvement in student-reported sense of belonging and relationships with teachers. Teachers described enhanced classroom community, more constructive dialogue around behavior, and increased empathy and accountability among students. Limitations include the single-site design and one-year implementation period. The results suggest that restorative circles mitigate discipline disproportionality, promote equitable learning environments, and enhance relational trust between teachers and students. Implications for practice include the need for sustained professional learning in restorative approaches, integrating SEL competencies into daily instruction, and providing systemic support for scaling restorative frameworks in rural schools.