School suspension should be banned because it is largely ineffective in improving student behavior and instead creates significant negative academic, social, and emotional consequences for students, widening existing educational disparities.
The Detrimental Impact of School Suspensions
While intended as a disciplinary measure, research indicates that removing students from the classroom, particularly young students in early grades (kindergarten through fifth grade), does not lead to improved behavior. Instead, it significantly increases the likelihood of them falling behind academically and eventually dropping out of school. This highlights a critical flaw in relying on exclusion as a primary disciplinary tool.
Academic and Behavioral Setbacks
Suspensions directly hinder a student's educational progress and can exacerbate behavioral issues.
- Lost Instructional Time: When students are suspended, they miss valuable classroom instruction, making it harder for them to keep up with coursework. This lost time can lead to a significant academic gap, especially for those already struggling.
- Increased Risk of Dropping Out: Missing school due to suspension can disengage students from their learning environment, making them more prone to academic failure and increasing their likelihood of leaving school permanently.
- Ineffective Behavior Modification: Suspension often fails to address the root causes of misbehavior. Students may return to school without having learned alternative coping mechanisms or problem-solving skills, leading to a cycle of repeated infractions.
- Exacerbation of Mental Health Issues: Being suspended can lead to feelings of isolation, shame, and anxiety, negatively impacting a student's mental well-being and potentially escalating underlying emotional or psychological issues.
Equity and Disproportionality
School suspensions disproportionately affect certain student populations, contributing to systemic inequalities.
- Racial Bias: Students of color, particularly Black students, are suspended at rates significantly higher than their white peers for similar infractions, contributing to the "school-to-prison pipeline." This inequitable application of discipline undermines principles of fairness and equity.
- Students with Disabilities: Students with disabilities are also frequently suspended at higher rates, often for behaviors that are manifestations of their disability, indicating a failure to provide adequate support and interventions.
- Early Childhood Impact: Suspending very young children (K-5) for minor infractions is particularly damaging, as it can stigmatize them early in their educational journey and set a negative trajectory for their future.
Summary of Negative Impacts
| Impact Category | Specific Consequences |
|---|---|
| Academic | Lost learning time, falling behind, increased dropout rates |
| Behavioral | No improvement in behavior, cycle of infractions, disengagement |
| Social/Equity | Disproportionate impact on minority students and students with disabilities |
| Psychological | Feelings of shame, isolation, anxiety, reduced self-esteem |
Constructive Alternatives to Suspension
Rather than removing students from the learning environment, effective disciplinary approaches focus on teaching, support, and restoration. Implementing these alternatives can create a more positive and productive school climate.
- Restorative Justice Practices: These approaches focus on repairing harm caused by misbehavior, promoting understanding, and teaching students to take responsibility for their actions. Examples include:
- Circles: Facilitated discussions where students can express feelings and find solutions.
- Peer Mediation: Students help their peers resolve conflicts.
- Restorative Conferences: Bringing together affected parties to discuss the incident and its impact.
Learn more about Restorative Justice
- Positive Behavioral Interventions and Supports (PBIS): A framework that proactive strategies to teach and reinforce positive behaviors. Schools establish clear expectations, teach them explicitly, and reward students for meeting them.
- Social-Emotional Learning (SEL): Integrating SEL into the curriculum helps students develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills are crucial for managing emotions and interacting positively with others.
- Counseling and Support Services: Providing access to school counselors, psychologists, and social workers can address underlying issues contributing to misbehavior, such as mental health challenges, trauma, or family difficulties.
- In-School Interventions: Instead of out-of-school suspension, in-school alternatives can keep students in the school building, allowing them to complete assignments while receiving targeted behavioral support or reflection activities.
- Behavioral Contracts and Plans: Working with students to create individualized plans that outline expectations, consequences, and strategies for success can be highly effective in modifying behavior.
By shifting away from punitive, exclusionary practices towards inclusive, supportive, and restorative approaches, schools can create environments where all students feel safe, valued, and have the opportunity to learn and thrive.
