Post-pandemic data demonstrate that there has been an increase in student mental health and behavioral needs, and these changes have a significant effect on the culture and climate of schools. School administrators have traditionally relied on suspension to address challenging behaviors, yet this approach has not been shown to be effective. While alternative approaches to discipline and behavioral response have been adopted, it is unclear when and how principals decide to use these approaches. In this phenomenological study, I interviewed 12 New Hampshire principals about their experiences with student behavior and discipline, including their responses to and attributions for student behavior. Participants identified student, school, and family factors that were important in their disciplinary decision-making. Themes that emerged included balancing equity and equality, the "moral wrangling" associated with disciplinary decision-making and the emotional toll on principals. Principals' attributions for behavior are discussed, and disciplinary responses were examined for their association with those attributions. Findings from this dissertation have the potential to guide the provision of resources for school administrators and to inform practice and policy to support students experiencing emotional and behavioral challenges at school. [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.]