The purpose of this study was to better understand the effects of punitive discipline policies on previously incarcerated African American males who recidivate after receiving therapeutic services (Nance, 2016). Examining the effects of these policies may provide insights into ways that school leaders may create policies that help create positive changes in the school environment (Nance, 2016). This qualitative narrative inquiry examined the lived experiences of seven African American males to better understand how school leaders and administers may support the African American community. The Critical Race Theory provided insight on how policies affected African American male students, who served jail time, received a disproportionate number of exclusionary disciplinary sanctions. The results revealed five common themes: anger and resentment, lack of empathy, lack of preparation by therapists and administrations, inadequate services, and non-empathetic school leaders. [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.]