ORCID

https://orcid.org/0009-0000-6464-1374

Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Anthony Annunziato

Second Advisor

James Coviello

Third Advisor

Richard Bernato

Abstract

Restorative practices have increasingly been adopted in schools as an alternative to traditional disciplinary approaches, emphasizing relationship building, accountability, and community repair rather than punishment. Research suggests that restorative approaches can contribute to improved school climate, stronger relationships among students and staff, and reductions in exclusionary discipline practices. Despite the growing implementation of restorative practices in educational settings, much of the existing literature focuses on general education environments. Comparatively little research has examined how restorative practices are perceived and experienced within special education schools that serve students with complex behavioral, social, and emotional needs. Understanding educator perceptions in these specialized settings is particularly important, as staff beliefs and experiences often influence the implementation, sustainability, and effectiveness of schoolwide initiatives. Participants included 61 educational professionals working in special education settings, including administrators, teachers, related service providers, teaching assistants, and paraprofessionals. Data was collected through a survey designed to measure staff perceptions of restorative practices and their impact on student behavior, relationships, and school climate. Descriptive statistics were used to examine overall perceptions of restorative practice effectiveness, and analyses of variance (ANOVA) were conducted to determine whether perceptions differed across participant characteristics. Findings indicated that educators reported generally positive perceptions of restorative practice effectiveness (M = 4.08, SD = 1.03). Perceptions did not significantly differ based on professional role or years of experience in special education. However, participants who received restorative practices training had significantly higher perceived effectiveness, (F(1, 59) = 6.96, p = .011, η² = .106). These findings highlight the importance of professional development and organizational support in the successful implementation of restorative practices in special education environments. The study contributes to the growing literature on restorative practices and provides implications for educational leadership, training, and implementation in specialized school settings serving students with disabilities.

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