Restorative practices and trauma-informed practices are being implemented in schools to improve the learning environment and reduce discipline referrals. This study aimed to determine how educators' level of understanding regarding restorative practices and trauma could affect how they interact with students that have experienced trauma. This quasi-experimental research design study focused on the relationship between teachers' perception of restorative practices and school climate, teachers' responses, and actions of working with students who internalize and externalize trauma behaviors. The participants in this study consisted of 45 elementary educators with knowledge of restorative practices and trauma. All participants were given Likert surveys that focused on four research questions. To supplement the Likert surveys, six participants engaged in a focus group to answer interview questions. The data revealed no significant differences in the participants' feelings, beliefs, and responses to working with students impacted by trauma and the influences on school climate. [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.]