Emily Katherine Dotson



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Many institutions of higher education are finding the likelihood of students returning to the university after a disciplinary suspension is somewhat higher than in past decades. Students who return have different stories and experiences that are important to any reintegration to a community. Restorative Justice practices can play a large part in making someone feel accepted, forgiven, and allows for rebuilding relationships. Between work done in prisons or in K-12 schooling, reintegration programs can look extremely different. Through semi-structured interviewing four (4) students at the University of Dayton who have successfully reintegrated to the community, I explored their perspective on what is most and least helpful during their reintegration experience. Results show that having a reintegration program significantly aided students in feeling more welcomed back to campus and ensured that they continued on a path for success concurrent with their personal goals. In future practices, schools should create a reintegration program that is more uplifting and positive such as Restorative Justice Practices, versus a punitive approach causing a further decline in student and staff relations. Having support and resources readily available at the beginning has shown to be the most beneficial for returning students.

Publication Date


Project Designation

Graduate Research

Primary Advisor

Graham F. Hunter

Primary Advisor's Department

Counselor Education


Stander Symposium project, student affairs, School of Education and Health Sciences

The College Student Perspective on Reintegration