The team identified a problem of practice in education concerning student discipline. The problem was school leaders are following the local Board of Education adopted discipline policy which does not align with currently recommended discipline methods or research-based best practices. To determine if school leaders are incorporating new research-based practices in student discipline in schools, the team developed a survey based on criteria which emerged from the reading of research literature related to student discipline. The survey was distributed to principals in one Midwestern state. Data gathered was analyzed and compared to the current research literature available. Recommendations were made based on the team's findings. This process was conducted with a continuing focus on the guiding questions. The team recommended local boards of education adopt policies or district guidelines supporting restorative practices in addition to their existing traditional discipline policies. Traditional discipline practices have a long history in public schools and for systemic change to occur, a top-down approach is required. The team recommends mandatory annual professional development in the area of restorative practices. Administrators, who are expected to be leaders in their buildings, lack professional development training in trauma-informed best practices. Administrators must have staff who are equally trained to recognize trauma and respond appropriately. Leaders need to address discipline inequities. Discipline data must be tracked and analyzed. Subgroup data must be a focus when inequities are of concern. Subgroup data must be continuously monitored to determine if in fact the inequities present in baseline and/or trend data are effectively being addressed. Interventions must be put in place to teach the behavioral skill gaps, behavioral deficits, social skills, and self-regulation/states of the brain. A tiered system of support is necessary to identify students with social-emotional learning needs who will benefit from these interventions. Educators must abandon solely reactive responses to behavior and instead pair supports, restorative practices, and proactive approaches with consequences to effect real long-term behavioral change. [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.]