The purpose of this qualitative descriptive study was to examine how high school instructional educators (teachers, curriculum development leaders), support staff members (guidance counselors, coaches, social workers, deans), and two principals employed within a U.S. northeastern urban city charter high school network described how an effective school-wide restorative justice program has been sustained as attributed to the roles and practices of the principals. Data was collected from 17 one-on-one semi-structured interviews and 20 qualitative questionnaires guided by two research questions using the distributive leadership theoretical framework. The first research question investigated how high school instructional educators (teachers, curriculum development leaders), support staff members (guidance counselors, coaches, social workers, deans), and two principals employed within a U.S. northeastern urban city charter high school network describe how an effective school-wide restorative justice program has been sustained as attributed to the role of the principal. The second research question investigated how high school instructional educators (teachers, curriculum development leaders), support staff members (guidance counselors, coaches, social workers, deans), and two selected principals employed within a U.S. northeastern urban city charter high school network describe how an effective school-wide restorative justice program has been sustained as attributed to the practices of the principal? An analysis of interviews and questionnaires determined how participation in this program enhanced the overall social and emotional skill development of students. [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.]