This dissertation was motivated by the individual and collective stories of young people who face injustice as they attempt to access their education. Vast amounts of studies have demonstrated that Black, Latinx, and Indigenous youth regularly face disproportionate discipline in schools across the United States. Further, punitive school level discipline has been linked to the legal system as youth who become suspended, expelled, and school police involved, are more likely to become incarcerated. The potential social emotional influence of punitive or carceral experiences on non-dominant youth has not been widely explored. Moreover, despite decades of research confirming that disproportionate discipline is ever-present in U.S. schools and increases the chances of carceral system impact, reform and policy efforts have been mostly unsuccessful in ameliorating racial and ethnic disproportionate discipline. In this dissertation, I explore how non-dominant students at a majority Black and Latinx high school make sense of disciplinary practices and how they are psychologically influenced by these experiences. I utilized a mixed-methods approach to measure and explore student perceptions of discipline. In order to quantitatively explore perceptions of disciplinary injustice, I developed a four level construct and measure titled Perceptions of Disciplinary and Policing Justice. The majority of respondents also participated in one of three hour long focus groups where participants were able to share their experiences with discipline and policing. Focus group sessions also allowed me to explore the emotional influences of discipline and policing on youth and their development. Quantitative and qualitative analyses demonstrated that the vast majority of participants had received punitive discipline that was impactful or memorable to them, with Black students being the most likely to receive punitive discipline. Focus group data analysis indicated that participants were emotionally influenced by their disciplinary experiences and said experiences negatively shifted their perceptions of school in general. The most impactful finding of the study however was the community building and collective resistance that youth demonstrated through their participation in the focus groups. By rejecting negative stereotypes and labels and affirming the experiences of others, participants challenged systemic carceral practices. Through this work, I offer a measure to explore student perceptions of disciplinary justice and highlight the importance of student voice in education policy and practice. The stories shared in this dissertation speak to the experiences of non-dominant youth across the country. Despite the tragedy and injustice that was shared, participants brought light and laughter to the focus group space and reframed negative experiences into opportunities for learning and growth.