The challenge for schools and districts across the country has been tackling issues of equity and inclusion that lead to closing opportunity gaps for students. With this in mind, districts have employed schools to find alternative approaches to discipline. One option districts and school sites have is the use of restorative practices as both proactive and reactive responses to student behaviors. In this study, I use both sensemaking and trust theory to examine educators' attitudes and beliefs of discipline and their perceptions of restorative practices and its implementation in their particular context. This study shows that while there is still work to be done in confronting educator beliefs about punitive discipline, educators do not lack the will to try a different approach to student behavior. As schools and districts move in their work toward restorative environments, they must continue to confront adult mindsets by challenging beliefs and confronting biases through a combination of ongoing professional learning and removing barriers to implementation. [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.]