Challenging The Effectiveness Of School Suspensions: Evidence-Based Arguments

Kenji Nakamura

5 min read

Post on May 03, 2025

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Every year, millions of students face school suspensions, a disciplinary action often perceived as a quick solution to disruptive behavior. However, a growing body of evidence challenges the effectiveness of school suspensions, revealing a concerning reality: these measures may not only fail to address the root causes of misbehavior but may actively exacerbate existing problems. This article presents evidence-based arguments against the widespread use of school suspensions, highlighting their negative consequences and advocating for alternative disciplinary approaches that foster safer and more supportive learning environments. We will explore the ineffectiveness of school suspensions and promote the adoption of evidence-based alternatives.

H2: The Ineffectiveness of Suspensions in Reducing Misbehavior

H3: Increased Rates of Truancy and Dropout

School suspensions, far from deterring misbehavior, often contribute to increased absenteeism and, ultimately, higher dropout rates. The time away from school disrupts the learning process, creates a sense of alienation, and weakens the connection between the student and the educational institution.

• Statistics: A study by the National Center for Education Statistics (link to study) revealed that students suspended even once are significantly more likely to experience chronic absenteeism. Another study (link to study) linked repeated suspensions to a substantially increased risk of dropping out of high school.
• Long-Term Consequences: Dropping out has devastating long-term consequences, including reduced earning potential, increased unemployment, and a higher likelihood of incarceration. The cycle of poverty and disadvantage is often perpetuated by these negative outcomes.

H3: The Cycle of Suspension and Criminal Behavior

The punitive nature of school suspensions can inadvertently create a pathway towards more serious behavioral problems and involvement with the juvenile justice system, a phenomenon often referred to as the "school-to-prison pipeline." Students removed from the supportive environment of the school may become more vulnerable to negative influences and engage in riskier behaviors.

• Correlation with Criminal Activity: Research indicates a strong correlation between school suspensions and subsequent involvement in criminal activity (link to study). This correlation highlights the need for a more holistic and preventative approach to discipline.
• Breaking the Cycle: Alternative disciplinary approaches, such as restorative justice practices (discussed below), offer a way to address misbehavior while supporting the student’s reintegration into the school community and avoiding the escalation into the juvenile justice system.

H2: The Negative Impact of Suspensions on Academic Achievement

H3: Missed Instruction and Learning Loss

Suspensions directly translate to missed instruction and significant learning loss. The time away from school disrupts the continuity of learning, making it difficult for students to catch up on missed material. This learning gap can have a lasting impact on academic performance.

• Quantifying Learning Loss: Studies have shown that even short suspensions can result in a measurable decline in academic achievement (link to study). The cumulative effect of multiple suspensions can be particularly detrimental, significantly impacting standardized test scores and overall academic progress.
• Difficulty Catching Up: Catching up on missed coursework can be a significant challenge, often requiring additional support and resources that may not always be available to suspended students.

H3: Damage to Student-Teacher Relationships

Suspensions can severely damage the trust and rapport between students and teachers. This breakdown in the student-teacher relationship can create barriers to future learning and create a more hostile learning environment.

• Impact on Sense of Belonging: Suspensions contribute to a student’s sense of isolation and disconnection from the school community, potentially leading to feelings of alienation and resentment. This can further exacerbate behavioral issues.
• Rebuilding Relationships: Strategies are needed to rebuild positive relationships after a suspension, including restorative practices, teacher training on trauma-informed discipline, and increased parent-school communication.

H2: Exploring More Effective Alternatives to School Suspensions

H3: Restorative Justice Practices

Restorative justice focuses on repairing harm caused by wrongdoing and involving all affected parties in the process of finding solutions. It aims to promote accountability, reconciliation, and healing within the school community.

• Examples: Conflict resolution circles, peer mediation, and restorative conferences are examples of restorative justice practices that can address misbehavior in a more constructive manner than suspensions.
• Benefits: Restorative justice has been shown to improve student-teacher relationships, reduce recidivism, and foster a more positive school climate.

H3: Positive Behavioral Interventions and Supports (PBIS)

PBIS is a proactive framework that focuses on creating a positive school climate and preventing problem behaviors before they escalate. It involves teaching students appropriate social-emotional skills and providing consistent support.

• Key Components: PBIS typically includes clear expectations, consistent reinforcement of positive behaviors, and tiered interventions for students who need additional support.
• Improved Behavior and Performance: Implementing PBIS has been associated with improved student behavior, increased academic performance, and a significant reduction in the need for disciplinary measures, including suspensions.

H3: Addressing Underlying Issues

Many instances of misbehavior stem from underlying issues such as poverty, trauma, learning disabilities, or mental health challenges. Addressing these root causes is critical to effectively addressing the behavioral problems.

• Support Services: Schools need to provide students with access to necessary support services, including counseling, tutoring, social-emotional learning programs, and mental health services.
• Collaboration: Effective interventions require collaboration between schools, families, and community organizations.

Conclusion:

The evidence overwhelmingly suggests that school suspensions are not an effective way to address student misbehavior. Instead of addressing the root causes, they often exacerbate existing problems, leading to increased absenteeism, dropout rates, and involvement with the juvenile justice system. This article has highlighted the ineffectiveness of school suspensions and presented evidence-based alternatives, such as restorative justice practices and PBIS. By focusing on creating supportive learning environments and addressing underlying issues, schools can create safer and more equitable learning experiences for all students. We must move beyond the reliance on school suspensions and adopt more effective and humane disciplinary practices. Let’s work together to create schools where every student has the opportunity to thrive. Share your thoughts and experiences regarding school suspensions and alternative approaches in the comments below.