School Suspension: A Counterproductive Approach To Discipline

Omar Yusuf

5 min read

Post on May 03, 2025

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H2: The Ineffectiveness of School Suspension

School suspension, while seemingly a straightforward disciplinary measure, often fails to achieve its intended goal of modifying student behavior. Instead, it frequently exacerbates existing problems and creates new ones.

H3: Increased Behavioral Problems

Removing a student from the school environment doesn't address the underlying causes of misbehavior. In fact, it can even worsen the situation. The absence of structured activities and positive adult interactions during suspension can lead to:

• Increased absenteeism: Students suspended multiple times are more likely to develop patterns of chronic absenteeism.
• Lower grades: Missed classes and assignments directly translate to lower grades and a widening achievement gap.
• Increased likelihood of future suspensions: Suspension often becomes a cyclical pattern, with students facing repeated disciplinary actions.
• Association with negative peer groups: Students may associate with other students facing similar disciplinary challenges, reinforcing negative behaviors.

A study by the US Department of Education found that students suspended even once are significantly more likely to drop out of high school. This highlights the long-term, negative consequences of this disciplinary approach.

H3: Negative Impact on Academic Performance

The most immediate consequence of school suspension is the disruption to a student's education. Days or even weeks away from school mean missed instruction, incomplete assignments, and difficulty catching up with peers. This leads to:

• Missed classes and assignments: The accumulation of missed work significantly impacts academic progress.
• Difficulty catching up: Catching up on missed material can be extremely challenging, leading to further frustration and disengagement.
• Reduced access to academic support: Suspended students lack access to teachers, tutors, and other academic support resources.
• Negative impact on grades and standardized test scores: The disruption to learning inevitably affects overall academic performance.

The disproportionate impact of school suspension on already marginalized students – those from low-income families, students of color, and students with disabilities – further underscores its inequitable nature and overall ineffectiveness.

H2: Alternative Disciplinary Approaches

Fortunately, a range of effective alternative disciplinary approaches exists, prioritizing positive behavior support and addressing the root causes of misbehavior.

H3: Restorative Justice Practices

Restorative justice focuses on repairing harm caused by misbehavior rather than simply punishing the offender. It involves:

• Focus on repairing harm: The emphasis is on making amends for the actions and restoring relationships within the school community.
• Involving all stakeholders: The process includes the victim, the offender, and other affected community members.
• Promoting empathy and accountability: It encourages understanding and empathy, holding the offender accountable for their actions.
• Creating a safe and inclusive learning environment: The goal is to foster a positive and supportive school climate where everyone feels safe and respected.

Many schools have successfully implemented restorative justice programs, demonstrating reduced suspension rates and improved school climate.

H3: Positive Behavioral Interventions and Supports (PBIS)

PBIS is a proactive, data-driven framework that focuses on preventing misbehavior before it occurs. Key components include:

• Proactive strategies for preventing misbehavior: This includes establishing clear expectations, teaching positive behaviors, and creating a supportive school climate.
• Positive reinforcement systems: Rewarding positive behavior reinforces desirable actions and creates a positive school culture.
• Tiered interventions for students with persistent behavioral challenges: Students requiring additional support receive tailored interventions to address their specific needs.

Research consistently shows that schools implementing PBIS experience significant reductions in disciplinary incidents and improved student outcomes.

H3: Social-Emotional Learning (SEL)

Social-emotional learning (SEL) equips students with the skills they need to manage their emotions, build positive relationships, and make responsible decisions. This includes:

• Developing self-awareness: Understanding one's own emotions and how they impact behavior.
• Self-management: Regulating emotions and behaviors effectively.
• Social awareness: Understanding and empathizing with the perspectives and feelings of others.
• Relationship skills: Building and maintaining positive relationships with peers and adults.
• Responsible decision-making: Making thoughtful choices that consider the consequences of one's actions.

Integrating SEL programs into the curriculum can significantly reduce disciplinary issues and promote a more positive school environment.

H2: The Disproportionate Impact of School Suspension

School suspension disproportionately affects certain student populations, highlighting systemic inequities within the education system.

H3: Racial and Ethnic Disparities

Minority students are significantly overrepresented in school suspension data, reflecting:

• Systemic biases in discipline practices: Implicit bias among educators can lead to harsher disciplinary actions for students of color.
• Implicit bias among educators: Unconscious biases can influence disciplinary decisions, leading to disparities in suspension rates.
• The impact of socioeconomic factors: Students from low-income families may face additional challenges that contribute to disciplinary issues.

Numerous studies have documented these disparities, emphasizing the need for culturally responsive and equitable disciplinary practices.

H3: Impact on Students with Disabilities

Students with disabilities are also disproportionately suspended, often due to:

• Lack of appropriate support services: The absence of adequate support services can lead to misinterpretations of behavior and increased disciplinary actions.
• Misinterpretation of behaviors: Behaviors stemming from disabilities may be misinterpreted as intentional misbehavior.
• Increased risk of trauma and mental health issues: Suspension can exacerbate existing trauma and mental health challenges.

The disproportionate suspension of students with disabilities raises significant legal and ethical concerns.

3. Conclusion

School suspension, as discussed, is an ineffective and ultimately harmful disciplinary practice with far-reaching negative consequences for student learning, well-being, and equity. Its ineffectiveness stems from its failure to address root causes of misbehavior, its disruptive impact on academics, and its disproportionate impact on marginalized student groups. We must move beyond this counterproductive approach. Let's move beyond the counterproductive practice of school suspension and embrace innovative approaches like restorative justice, PBIS, and SEL that foster positive behavior and create truly inclusive learning environments. Further research into alternative disciplinary methods and their implementation is crucial to building safer, more supportive schools for all students. Replacing school suspension with proactive and equitable disciplinary strategies is essential for creating a more just and effective education system.