Date of Graduation

Winter 12-16-2025

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Curriculum & Instruction

Thesis Chair

Michael L. Boucher, Jr., Ph.D.

Abstract

This qualitative case study examines the implementation of restorative practices in an elementary classroom, focusing on their impact on students’ social, emotional, and academic development. Data was gathered through observations, student journals, surveys, and feedback from school administrators. Five themes emerged from the analysis: improved emotional regulation, increased student voice, relational changes, academic gains, and a supportive environment. The results indicate that restorative practices effectively reduce conflicts, empower students, and foster positive teacher-student relationships, while also increasing academic engagement. Parental feedback further supported these findings, highlighting increased confidence and more positive attitudes toward the school environment. While external variables influenced attendance data, the overall evidence suggests that restorative practices offer a comprehensive framework for creating safe, inclusive, and equitable classrooms. This research contributes to the growing body of evidence demonstrating that restorative approaches can meaningfully influence school culture, extending benefits beyond disciplinary actions to support holistic learning and social-emotional development.

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