Date of Conferral

10-2-2026

Date of Award

October 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Michael Vinella

Abstract

The problem that was addressed through this study was that Grade 9–12 educators face challenges in implementing effective behavioral support systems for students returning to school after a suspension. Grounded in Bandura’s social cognitive theory, the purpose of this basic qualitative study was to investigate Grade 9–12 educators’ perceptions of the challenges they face and their recommendations when supporting students who return to school after a suspension in a western suburban Chicago district. Semistructured interviews were conducted with 11 purposely sampled Grade 9–12 educators including administrators, teachers, social workers, school counselors, and school psychologists. Through thematic analysis, four themes emerged. Educators noted that (a) students face significant social and academic barriers to reintegration readiness, and (b) developing sustainable restorative school culture depends on establishing systemic accountability. Additionally, educators recommended that (c) there needs to be a formalized restorative reintegration process with clearly defined staff roles, and (d) educators need to receive targeted professional development to address the challenges of organizational structure and staff capability to support students returning from suspension. Based on the findings, a three-session professional development plan on structured reintegration processes was developed. Giving educators the tools to reintegrate students effectively may allow students to continue their education, which may support them to graduate from high school and continue their academic or professional careers. Additionally, implementing a structured reintegration process may disrupt the school-to-prison pipeline by ensuring that students do not experience academic failure or permanent school detachment after an exclusionary consequence.

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