Teachers face competing pressures in disruption-prone classes: they feel compelled to tolerate and manage persistent disruptions patiently in time-intensive restorative practices, while at the same time, they also feel pressure to cultivate rigor, focus, and time on task to close achievement gaps in the limited time they share with students. Principals likewise feel competing pressures: on one hand, they wish to support teachers by responding helpfully to behavioral referrals, while on the othe