Creating a safe and supportive classroom learning environment has been challenging due to disciplinary issues during the COVID-19 pandemic. Research on effective, equitable disciplinary practices and reducing school disciplinary action is limited. This phenomenological research study investigated effective disciplinary techniques used consistently among classroom teachers to reduce disciplinary violations. Through qualitative (interviews) snowball and purposeful sampling was used to interview 10 classroom teachers to analyze positive disciplinary trends affecting elementary school disciplinary violations. Results showed important factors needed to support teacher classroom management skills. In addition, positive discipline practices campus-wide and dealing with challenges from the reform were also emphasized as significant factors. [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.]