Date of Award

5-11-2025

Date Published

June 2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Social Science

Advisor(s)

Sarah Hamersma

Keywords

Mental Health;Restorative Justice Practices;School Discipline Reform;Special Education Identification;Student Disability;Suspension

Subject Categories

Education Policy | Public Affairs, Public Policy and Public Administration | Social and Behavioral Sciences

Abstract

In recent years, educational policymakers and researchers have increasingly recognized the complex interplay between school discipline, mental health, and the availability of support personnel, and their cumulative impact on student outcomes. My dissertation aims to investigate these interrelated factors through the lens of three distinct but complementary studies. Each study examines different aspects of this multifaceted issue: the effectiveness of Restorative Justice (RJ) reforms in school discipline, the influence of access to mental health resources on student disability diagnosis, and the long-term economic impact of mental health issues on young adults. The first study of my dissertation, titled "Moving Away from ‘Zero-Tolerance’ Policies: Evidence from Restorative Justice (RJ) Reforms in Texas and Michigan Schools", assesses the causal impact of RJ as an alternative to exclusionary discipline. RJ aims to foster positive student behavior by focusing on repairing harm and building relationships, as opposed to punitive measures like suspension and expulsion. I use a novel penalized synthetic control method to compare the effects of RJ in school districts in Texas, and then in Michigan, revealing critical insights into how implementation fidelity and local context influence RJ’s effectiveness. This research has significant implications for policymakers, offering evidence on how RJ can reduce suspensions, improve school climate, and address the root causes of behavioral issues in a more equitable manner. The second component of my dissertation examines the relationship between mental health resources and the diagnoses of students with disabilities (SWDs). Drawing on student-level data from the North Carolina Education Research Data Center (NCERDC), I analyze how the distance to mental health services affects diagnoses and distribution of disability categories in students with varying disabilities. This research is particularly timely, as it speaks to the growing concerns about the systemic challenges faced by SWDs. My third project explores the long-term economic impacts of mental health issues among high school students. While the mental health crisis among U.S. youth is widely acknowledged, there is limited research on how mental health challenges in adolescence affect future economic outcomes. This study bridges an important gap in the literature by connecting student mental health in young adulthood with later life labor market outcomes, such as educational attainment. By doing so, I aim to inform both education and mental health policy to promote earlier and more targeted interventions for at-risk students. The findings could be transformative in reshaping how schools, communities, and policymakers address mental health as a key component of students’ educational experiences. This dissertation offers a multifaceted perspective on improving educational practices and policies. The insights gained from this research have the potential to guide future interventions and support mechanisms, ultimately leading to more effective and equitable educational environments for all students.

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Open Access

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Available for download on Thursday, June 18, 2026

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