Date of Award
3-2026
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
Abstract
School discipline remains a controversial issue, particularly regarding the fairness and effectiveness of In School Suspension (ISS). While ISS is intended to serve as a constructive alternative to out-of-school suspension, research shows that it is often implemented as an isolating and punitive practice that disproportionately impacts marginalized student populations and fails to address the root causes of misconduct. This qualitative action research study sought to reimagine ISS as a supportive, student-centered space informed by Social Emotional Learning (SEL) and restorative justice principles. The purpose of the study was to explore how students experienced voice, belonging, and care within an ISS model redesigned to include SEL-based activities such as body mapping, mindfulness and breathing exercises, circle prompts, and strengths and value shields. The study centered students' lived experiences to understand how SEL practices within ISS may foster agency, self-awareness, and relationship skills. The research took place in a New York State middle school and involved 12 students assigned to ISS during the study period. Data collection used creative and reflective methods and thematic analysis, with findings validated through member checking and researcher reflexivity. The analysis yielded four major themes: student voice, agency, care, and belonging, demonstrating how SEL-informed practices supported students' self-awareness and self-management. While limited to one school context, the study provided insight into how ISS could be restructured to prioritize healing, growth, and equity. By amplifying student voice, this study contributes to ongoing conversations about disciplinary reform and equity in education. The findings aim to inform policy and practice by offering strategies for transforming ISS into a restorative, inclusive space that supports academic success, emotional regulation, and a stronger sense of belonging.
Related Pillar(s)
Study
Recommended Citation
Di Stefano, Samantha Marie, "Not Just Discipline: An Action Research Approach to In School Suspension Reform" (2026). Theses & Dissertations. 234.
https://digitalcommons.molloy.edu/etd/234
