This basic qualitative study examined the implementation of restorative practices (RP) in schools as an alternative to punitive discipline approaches like zero-tolerance policies. The study aimed to understand their perceptions of effective behavioral intervention approaches, the relationship between restorative practices and school climate, and the impact of restorative practices on student discipline and behavior. It provides background on Senate Bill 100 in Illinois, which aimed to address the school-to-prison pipeline and eliminate zero-tolerance policies. This study involved interviews with educators and a focus group discussion with facilitators. Participants discussed the importance of professional development, staff buy-in, collaboration, and ongoing evaluation for successful implementation. Key themes emerged around building community, social-emotional learning, equity and inclusion, and addressing behavioral needs. The theoretical framework drew from Critical Race Theory (CRT) and Positive Behavioral Interventions and Supports (PBIS). Restorative practices were seen as a shift from punitive discipline approaches like zero-tolerance policies, which have disproportionately impacted students of color. Restorative practices were viewed as promoting positive school climate, improving relationships and communication, increasing empathy and understanding and supporting student's emotional well-being and academic success. PBIS and RP used intersectionality to increase positive outcomes for student behavior by placing emphasis on relationship-building, prevention, and positive responses to negative behavior. Future research may utilize student voice as peer jurors, understanding the effects of RP at home from the parents' perspective, or following a cohort of students to monitor the long-term exposure of restorative practices. [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.]