This dissertation explores the perceptions of administrators, teachers, and other school personnel regarding the effectiveness of restorative practices in addressing disciplinary infractions within school settings. Grounded in a phenological design approach, the study investigates lived experiences to understand how individuals perceive and engage with restorative practices. Findings reveal a generally positive outlook on the potential of restorative practices to enhance school culture, reduce conflict, and foster community, particularly in response to the distributions caused by the COVID-19 pandemic. Despite acknowledging the benefits, challenges in implementation persist, including inconsistent engagement, limited resources, and the need for comprehensive training. Drawing from more than a decade-long experience in K-12 education, the researcher advocates for more widespread adoption of restorative practices, emphasizing the importance of adequate training, resource allocation, and fidelity in implementation. By addressing these challenges, schools can create more supportive and inclusive environments that prioritize the holistic well-being and growth of all students, ultimately working towards reducing reliance on exclusionary disciplinary measures and promoting a culture of restoration and reconciliation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]