This case study examines how a Connecticut magnet school integrated belonging into its discipline practices, offering school and district leaders a practical, evidence-informed model for creating more accessible school climates.

The case study documents how the Academy of Computer Science and Engineering Middle School in East Hartford moved from suspension-heavy responses toward logical consequences rooted in community repair — without dismantling existing systems. Key findings show that small, purposeful shifts in discipline practices led to measurable improvements in school climate, reduced repeat offenses, and a meaningful change in how students understand accountability and learn from mistakes. The approach, built on nearly eight years of belonging work and strengthened through staff collaboration and family engagement, demonstrates that sustainable culture change is achievable through incremental action and long-term commitment.