The education field has long wrestled with how to best handle students who behave badly. Specifically, students who behave in an unsafe manner towards other students present a special conundrum and the traditional response has been to suspend them (Adams, 2000; Black, 2016; Cerrone, 1999; Fabelo et al., 2011; Rumberger et al.,2016). The purpose of this study was to explore the use of a therapeutic intervention as an alternative to out of school suspension regarding to student outcomes and staff perceptions of efficacy. Specifically, this study examined the implementation of a school-based arrest diversion program that shortens time of out of school suspension by engaging students in a diagnostic / prescriptive process that matches their needs to one of five evidence-based therapies: aggression replacement training, dialectical behavioral therapy, functional family therapy, interactive journaling, or Teen Intervene. A predominantly quantitative explanatory sequential design was used (Creswell & Clark, 2017) examining student disciplinary, attendance, and course passing rates over time, both pre- and post-suspension, followed by interviews of staff charged with administering the program to better understand the data gathered. Results indicate that the therapeutic intervention reduces the likelihood of school dropout and all interventions reduce recidivist behaviors. Results further indicated that intervention pathways studied did not appear to affect course passing or attendance behaviors. Opportunities to improve upon the intervention protocol and improve upon student results are discussed. [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.]