Most In-School Suspension (ISS) programs currently fall short of being effective, though successful models exist when structured to provide robust student support. While the concept of ISS aims to provide a supervised alternative to out-of-school suspension, the reality for many programs diverges significantly from this ideal.
Understanding ISS Effectiveness
The effectiveness of In-School Suspension hinges on its design and implementation. For an ISS program to truly serve its purpose, it must provide more, not less, support to students. Unfortunately, many current ISS programs fail to meet this crucial criterion, often leading to limited positive impact on student behavior or academic progress. Data and real-world observations consistently illustrate this deficiency.
The Current Reality of ISS Programs
A significant number of ISS programs today are not effective. Instead of offering a supportive and corrective environment, they often function as mere holding pens where students are isolated from their regular learning environment without meaningful intervention. This approach, characterized by a lack of targeted support, does little to address the root causes of misbehavior or help students develop better coping and decision-making skills. The stark difference between successful and failing ISS programs is clear: the latter often deprives students of necessary academic and emotional assistance.
What Makes an ISS Program Truly Effective?
An effective ISS program is fundamentally different. It moves beyond simple removal from the classroom to actively engage students in learning, reflection, and skill development. Such programs prioritize student well-being and growth, ensuring they receive comprehensive support rather than just punitive isolation.
Key components of effective ISS programs include:
- Academic Support: Providing structured time and assistance for students to complete missed assignments or work on current class material, ensuring they don't fall further behind.
- Behavioral Intervention: Engaging students in activities that help them understand the impact of their actions, develop conflict resolution skills, and learn effective strategies for managing emotions and behavior. This might involve reflective exercises, guided discussions, or journaling.
- Social-Emotional Learning (SEL): Incorporating lessons or activities focused on self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
- Counseling and Mentorship: Offering access to school counselors, psychologists, or mentors who can provide individualized support, address underlying issues, and help students set goals for positive change.
- Reintegration Planning: Developing strategies for a smooth return to the regular classroom, often involving discussions with teachers, parents, and students to ensure continued support and monitoring.
Key Differences Between Effective and Ineffective ISS
The distinction between a program that works and one that doesn't is profound.
Feature | Ineffective ISS | Effective ISS |
---|---|---|
Focus | Isolation and punishment | Support, intervention, and skill-building |
Student Care | Reduced or absent support | Increased academic and emotional support |
Activities | Unsupervised free time, rote copying, busywork | Structured academic work, behavioral lessons, SEL |
Goal | Remove student from class | Address root causes, teach new behaviors, keep pace |
Outcome | Increased truancy, repeat offenses, academic decline | Improved behavior, better academic outcomes |
Moving Towards More Effective ISS
Schools can transform their ISS programs into truly effective intervention tools by adopting a supportive, rather than purely punitive, mindset. This involves:
- Investing in Staff Training: Equipping ISS supervisors with the skills to facilitate behavioral interventions, provide academic assistance, and engage students meaningfully.
- Integrating with School-Wide Initiatives: Aligning ISS practices with broader school-wide positive behavior interventions and supports (PBIS) frameworks to ensure consistency.
- Utilizing Data: Regularly reviewing data on ISS placements, student outcomes, and behavioral patterns to identify areas for improvement and measure program effectiveness.
- Building Partnerships: Collaborating with families and community resources to provide holistic support for students.
By implementing these strategies, schools can shift from an ISS model that often falls short to one that genuinely fosters student growth and well-being, contributing to a more positive school climate overall. For further insights on reshaping disciplinary practices, you can explore resources on Rethinking In-School Suspension.