Date of Conferral

2-18-2026

Degree

Ph.D.

School

Psychology

Advisor

Andrea Goldstein

Abstract

This qualitative study explored the lived experiences of school administrators in Maryland public schools regarding the implementation of discipline policies and their impact on juvenile delinquency. Prompted by rising concerns about delinquent behavior and inconsistent consequences for students, the research investigated how administrators perceive and navigate the challenges of enforcing discipline and the strategies they employ to foster safe, positive school environments. Grounded in defiance theory and social learning theory, the study used open-ended surveys to gather insights from 16 retired and current principals and assistant principals in Maryland public school systems. The findings reveal that while discipline policies provide necessary frameworks and support structures, inconsistencies in application, limited consideration for special needs, and outdated approaches remain significant weaknesses. Based on the findings, recommendations include enhancing consistency in policy implementation, increasing support services, and fostering collaboration among educators, families, and community organizations. The implications underscore the critical role of school administrators in shaping discipline practices that promote equity, safety, and positive social change, ultimately reducing juvenile delinquency and supporting student success.

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