Since the early 1990s, American schools adopted exclusionary sanctions such as zero-tolerance policies (ZTP) to reduce student misbehavior as well as to sustain school safety. Due to the punitive nature of ZTP, some schools have sought alternative discipline models, like the restorative practices, to manage student infraction. This mixed methods study examined the influence of restorative practices on stakeholder's (e.g., members of the school, family, and community) experiences, school climate, and harassment, intimidation, and bullying (HIB) in one New Jersey school district. Grounded by Dr. Epstein's overlapping spheres of influence, this study assessed how one New Jersey school district promoted inclusivity to attract stakeholder engagement in the restorative practices to address student behavior. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]