<p>Disciplinary practices play a critical role in shaping students’ academic, emotional, and social development. Research shows that use of punitive school disciplinary measures is associated with negative life outcomes, including post-traumatic stress, depression, aggressive behavior, poorer academic performance, and increased school dropout. This qualitative study, using interpretative phenomenological analysis, explores the experiences and perspectives of students, teachers, and parents regarding punitive disciplinary actions in Turkish secondary schools. Findings indicate that the lack of a clear definition of discipline and an emphasis on punishment leads to student alienation and erosion of school community. Differing perceptions of discipline between teachers and parents further create inconsistencies in disciplinary practices and strain relationships. This research underscores the urgent need for policy reforms aimed at integrating restorative justice practices to create a supportive educational environment that promotes student well-being and academic success.</p>