Abstract

The Gun Free Act, enacted in 1994, mandated a year’s expulsion for any student who brought a firearm to school without requiring academic instruction for the student. The Guns Free Act became the basis of zero-tolerance policies in US schools. Zero tolerance has since been used for less dangerous infractions, resulting in the overpenalization of marginalized populations. The effects of COVID-19 are still felt, and schools feel a sense of urgency to rebuild the school community to combat fractured bonds within. A $2.4 billion omnibus education bill passed in Minnesota in the Spring of 2023 requires the use of non-exclusionary discipline practices and multi-tiered systems of support (MTSS). Positive school relationships help to offset declining engagement and lagging academic growth. Implemented initially in the judicial system, restorative practices (RP), viewed within an MTSS format, is a philosophical belief that emphasizes relationships and respect, repairing harm rather than punishing misbehavior, and has roots in many Indigenous cultures. This mixed methods study sought to measure the impact of RP MTSS on attendance, discipline data, and connectedness of fourth and fifth graders in a suburban Minnesota elementary school during the 2023-2024 school year. An overview of the 1,188 students enrolled in Grades 3 and 4 during the 2022-2023 school year with an examination of .

Advisor

Dr. Joel Leer

Committee Member

Dr. Jason Kaufman

Committee Member

Dr. Beatriz DeSantiage-Fjelstad

Date of Degree

2024

Language

english

Document Type

Dissertation

Degree

Doctor of Education (EdD)

Program of Study

Educational Leadership

Department

Educational Leadership

College

Education

Available for download on Sunday, December 06, 2026

Included in

Education Commons

Share

COinS
 

Rights Statement

In Copyright