The Case Against School Suspensions: Evidence-Based Arguments

Omar Yusuf

5 min read

Post on May 03, 2025

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The Ineffectiveness of Suspensions in Addressing Misbehavior

Suspensions, often seen as a quick fix for disruptive behavior, are demonstrably ineffective in achieving long-term positive behavioral change. Instead, they frequently exacerbate existing problems and create a cycle of punishment and repeated offenses. This section delves into the reasons why school suspensions are a poor disciplinary tool.

Increased rates of truancy and dropout

Suspensions often lead to increased rates of absenteeism and ultimately, dropping out of school. The time away from the classroom disrupts learning, creates a sense of alienation, and can make it difficult for students to reintegrate into the school environment.

• Studies show a strong correlation between suspension and decreased academic performance. The missed classes and lack of engagement translate directly into lower grades and increased academic struggles.
• Suspended students are more likely to engage in delinquent behavior during unsupervised time. Without the structure and support of the school environment, students are more vulnerable to negative influences and risky behaviors.
• The disruption to learning caused by suspension can be difficult to overcome. Catching up on missed material and regaining academic momentum can be a significant challenge, potentially leading to further frustration and disengagement.

Lack of positive behavioral change

Suspensions rarely address the root causes of misbehavior. Instead of fostering positive change, they often create a cycle of punishment and repeated offenses. This punitive approach fails to equip students with the skills and support needed to manage their behavior effectively.

• Suspensions fail to provide students with the skills and support needed to manage their behavior effectively. They offer no opportunity for learning alternative strategies or developing emotional regulation skills.
• Punitive measures often alienate students from the school community. This isolation can further exacerbate behavioral issues and make it harder for students to reintegrate successfully.
• Effective interventions require addressing the underlying issues contributing to misbehavior. These issues might include learning disabilities, trauma, or lack of social-emotional support, requiring a more nuanced approach than simple suspension.

The Disproportionate Impact of Suspensions on Marginalized Students

A significant concern regarding school suspensions is their disproportionate impact on marginalized student populations. This inequity highlights systemic bias within school disciplinary practices and underscores the urgent need for reform.

Racial and ethnic disparities

Students of color, particularly Black and Hispanic students, are disproportionately suspended compared to their white peers, even when controlling for behavioral factors. This disparity reflects systemic racism and implicit bias within the school system.

• This disparity highlights systemic bias within school disciplinary practices. Implicit biases in disciplinary decision-making lead to harsher punishments for students of color.
• Implicit bias in disciplinary decision-making contributes to this inequitable outcome. Unconscious biases influence how educators perceive and respond to student behavior, leading to unfair and discriminatory outcomes.
• Data needs to be collected and analyzed to identify and address these biases. Transparent data collection and analysis are crucial for understanding and mitigating the impact of implicit bias.

Impact on students with disabilities

Students with disabilities are also overrepresented in suspension data, often due to a lack of appropriate support and understanding of their individual needs. Their behavioral challenges may stem from their disabilities, requiring tailored interventions rather than punitive measures.

• Effective interventions for students with disabilities require individualized education programs (IEPs) and specialized support. These students require individualized approaches that address their unique learning needs and challenges.
• Discipline should be tailored to the student's specific circumstances and abilities. A "one-size-fits-all" approach to discipline is ineffective and unfair for students with disabilities.
• Addressing underlying learning disabilities can prevent many behavioral issues. Early intervention and appropriate support can significantly reduce the likelihood of behavioral problems.

Effective Alternatives to School Suspensions

Fortunately, there are evidence-based alternatives to school suspensions that promote positive behavioral change and create more equitable and supportive learning environments.

Restorative justice practices

Restorative justice practices focus on repairing harm and rebuilding relationships rather than solely on punishment. This approach emphasizes accountability, empathy, and community involvement.

• Restorative circles provide a platform for open dialogue and accountability. These circles allow students to discuss their actions, take responsibility, and make amends.
• Mediation can help resolve conflicts peacefully and constructively. Mediation allows students to work together to find solutions that address the needs of all involved parties.
• This approach promotes empathy and understanding among students involved. It fosters a sense of responsibility and encourages students to take ownership of their actions.

Positive behavioral interventions and supports (PBIS)

Positive Behavioral Interventions and Supports (PBIS) focuses on proactively teaching positive behaviors and providing students with the support they need to succeed. This data-driven approach emphasizes prevention rather than reaction.

• PBIS uses clear expectations, consistent reinforcement, and individualized support. Clear expectations and consistent positive reinforcement help students learn and internalize appropriate behaviors.
• This approach is data-driven and focuses on prevention rather than reaction. By monitoring student behavior and identifying patterns, schools can implement proactive interventions to prevent problems before they escalate.
• PBIS creates a more positive and supportive school climate for all students. This creates a more inclusive and welcoming environment for all students.

Conclusion

The evidence overwhelmingly demonstrates the detrimental effects of school suspensions, their ineffectiveness in improving behavior, and their disproportionate impact on marginalized students. Moving beyond punitive measures and embracing evidence-based alternatives such as restorative justice and PBIS is crucial for creating safe, equitable, and supportive learning environments for all students. Let's advocate for a future where schools prioritize positive behavioral interventions over school suspensions, fostering a more inclusive and effective educational system. Let's work together to end the harmful practice of widespread school suspensions and create a more just and equitable educational system for all children.