The increasing trend of Black and minority students being channeled from classrooms into the juvenile and criminal justice systems, known as the school-to-prison pipeline, presents a pressing concern in the U.S. educational landscape. This study sought to address the gap in understanding the perceptions of teachers and administrators regarding effective strategies to foster social bonds, which could deter students from this pipeline. Drawing from Hirschi's social control theory, the research emphasized the importance of attachment between students and the educational system in preventing delinquent behaviors. Utilizing a qualitative narrative approach, this study explored the lived experiences of six administrators and ten teachers from a Title I school in South Central Arkansas. The primary research question focused on the characteristics perceived by educators as essential in building social bonds that prevent at-risk students from entering the school-to-prison pipeline. The findings underscored the significance of positive relationships, both within the school environment and the broader community, as protective factors against the negative outcomes associated with the pipeline. The study revealed that fostering a sense of belonging and connectedness, celebrating student achievements, and promoting student engagement in school activities are pivotal in strengthening student-school bonds. Furthermore, the research highlighted the detrimental effects of negative peer relationships and the need for schools to prioritize peer mentorship programs. The findings also emphasized the importance of early intervention, transparency, and the role of administrators in influencing teachers to support at-risk students. In conclusion, the study advocates for a multi-faceted approach to address the school-to-prison pipeline. Schools should invest in relationship-building initiatives, professional development programs emphasizing diversity and inclusion, and community engagement efforts. Collaborative endeavors with local justice systems can also play a crucial role in breaking the cycle. The findings have significant implications for educational policy and practice, emphasizing the need for a holistic approach that prioritizes the well-being of students and addresses systemic challenges. Future research should expand the scope, incorporate diverse stakeholder perspectives, and evaluate the efficacy of interventions to provide a comprehensive understanding of this complex issue. [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.]