Do School Suspensions Do More Harm Than Good? Evidence And Alternatives

6 min read Post on May 02, 2025

Do School Suspensions Do More Harm Than Good? Evidence And Alternatives

The Negative Impacts of School Suspensions

School suspensions, while intended as disciplinary measures, often have far-reaching negative consequences for students. These impacts extend beyond the immediate loss of classroom time and can significantly affect a student's academic trajectory and well-being.

Increased Risk of Academic Failure

A strong correlation exists between school suspensions and lower grades, increased dropout rates, and decreased overall educational attainment. The lost instructional time during a suspension is difficult to recoup, leaving students struggling to catch up with their peers.

Lost instructional time: Suspensions directly interrupt a student's learning, leading to gaps in knowledge and skills.
Difficulty catching up: The missed material and disrupted learning routines make it challenging for students to regain academic ground.
Negative impact on GPA: Lower grades resulting from missed coursework can significantly impact a student's Grade Point Average (GPA), affecting college applications and future opportunities.
Increased likelihood of repeating grades: Academic struggles stemming from suspensions can lead to students repeating grades, further delaying their educational progress.

Research consistently demonstrates this link. A study published in the Journal of Educational Research found that students suspended even once were significantly more likely to experience academic difficulties later on.

The School-to-Prison Pipeline

School suspensions contribute significantly to the school-to-prison pipeline, a disturbing trend where disciplinary actions in schools lead to involvement with the juvenile justice system. This cycle often begins with minor infractions, escalated through increasingly severe disciplinary measures, ultimately resulting in arrest and incarceration.

Increased likelihood of arrest: Students suspended from school are more likely to encounter negative influences and engage in behaviors that lead to arrest.
Exposure to negative peer influences in detention: Alternative settings for suspended students may expose them to negative peer influences, reinforcing problematic behaviors.
Criminalization of childhood misbehavior: School suspensions can criminalize minor misbehaviors, creating a path toward more serious offenses.
Long-term consequences on future opportunities: A juvenile record resulting from school-related incidents can severely limit future educational and employment opportunities.

The term "school-to-prison pipeline" highlights the direct link between harsh disciplinary practices and increased involvement in the juvenile justice system, disproportionately affecting marginalized communities.

Mental Health Consequences

School suspensions can have devastating effects on students' mental health, leading to increased rates of depression, anxiety, and other mental health issues. The isolation and alienation caused by suspension can exacerbate pre-existing conditions or trigger new ones.

Increased feelings of isolation and alienation: Being separated from peers and the school community can significantly impact a student’s sense of belonging.
Trauma resulting from suspension: The experience of suspension can be traumatic, particularly for students who already experience vulnerabilities.
Negative impact on self-esteem: Suspension can lower self-esteem and contribute to feelings of worthlessness.
Difficulty accessing mental health resources: Students suspended may have reduced access to crucial mental health support services provided by the school.

The link between school discipline and mental health outcomes is well-documented, emphasizing the need for more holistic and supportive approaches.

Evidence Challenging the Effectiveness of Suspensions

Despite their widespread use, evidence suggests that school suspensions are not an effective deterrent to misbehavior and may even exacerbate problematic behaviors.

Lack of Deterrent Effect

Suspensions often fail to address the root causes of misbehavior, instead focusing solely on punishment. This lack of a rehabilitative approach means that suspensions rarely prevent future incidents.

Suspensions often don’t address root causes of misbehavior: Underlying issues such as trauma, learning disabilities, or family problems are often ignored.
May lead to resentment and defiance: Rather than promoting positive change, suspensions can foster resentment and defiance towards authority.
May reinforce negative behaviors through association with peers: Suspended students may associate with other students exhibiting similar behavioral challenges, reinforcing negative patterns.

Studies have shown that suspensions are not significantly associated with reductions in future misbehavior.

Inequitable Application of Suspensions

School suspensions are disproportionately applied to marginalized students, particularly students of color and students with disabilities. This inequitable application reflects systemic biases within school disciplinary systems.

Racial bias in school discipline: Studies consistently show that students of color are suspended at significantly higher rates than their white counterparts, even when controlling for other factors.
Impact of implicit bias on disciplinary decisions: Unconscious biases can influence disciplinary decisions, leading to unfair treatment of certain student groups.
Lack of support for students with disabilities: Students with disabilities may be more likely to be suspended due to behavioral challenges related to their conditions, highlighting the need for better support systems.

Addressing racial disparities and ensuring equity in education requires a critical examination of the ways in which school suspensions are implemented.

Effective Alternatives to School Suspensions

Numerous evidence-based alternatives to school suspensions exist, promoting safer, more supportive, and equitable school environments.

Restorative Justice Practices

Restorative justice focuses on repairing harm caused by wrongdoing and involves all stakeholders in the process of conflict resolution. This approach shifts the focus from punishment to accountability and reconciliation.

Focus on repairing harm: Restorative practices aim to address the impact of harmful actions on individuals and the community.
Involves all stakeholders in conflict resolution: Victims, offenders, and community members participate in finding solutions to conflict.
Promotes empathy and accountability: Restorative justice encourages empathy and accountability, leading to positive behavioral changes.

Restorative practices offer a more humane and effective approach to addressing misbehavior.

Positive Behavioral Interventions and Supports (PBIS)

PBIS is a proactive approach to school discipline that focuses on preventing misbehavior and creating positive school climates. This framework emphasizes teaching and reinforcing positive behaviors.

Proactive strategies to address behavior issues: PBIS involves identifying and addressing risk factors for misbehavior before they escalate.
Positive reinforcement of good behavior: Positive reinforcement techniques encourage students to exhibit positive behaviors.
Focus on building strong relationships: PBIS emphasizes building strong relationships between students, teachers, and administrators.

PBIS provides a comprehensive framework for creating a more supportive and positive school environment.

Social-Emotional Learning (SEL)

SEL emphasizes the development of students' emotional regulation skills and social competence. By equipping students with the skills to manage their emotions and navigate social situations effectively, SEL reduces the likelihood of behavioral problems.

Teaching self-awareness, self-management, and social skills: SEL curricula teach students to understand and manage their emotions, set goals, and build positive relationships.
Improved conflict resolution skills: SEL helps students develop effective conflict resolution skills, reducing the need for disciplinary interventions.
Reduced likelihood of behavioral problems: By addressing the underlying emotional and social factors that contribute to misbehavior, SEL can significantly reduce behavioral problems.

Investing in SEL programs can significantly contribute to creating more positive and productive learning environments.

Conclusion

School suspensions often do more harm than good, negatively impacting students' academic achievement, mental health, and future opportunities. Furthermore, suspensions are applied inequitably, disproportionately affecting marginalized students. Evidence suggests that suspensions are not an effective deterrent and fail to address the root causes of misbehavior. Let's move beyond the harmful practice of school suspensions and advocate for more equitable and effective disciplinary approaches. We need to champion restorative justice practices, implement comprehensive PBIS frameworks, and prioritize social-emotional learning in our schools. Demand better alternatives to school suspensions for our children – their futures depend on it.