The Negative Impact Of School Suspensions: Evidence And Solutions

Pedro Alvarez

6 min read

Post on May 02, 2025

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H2: The Academic Consequences of School Suspension

School suspension significantly harms a student's academic progress. The immediate and long-term effects are undeniable, contributing to a cycle of disengagement and underachievement.

H3: Increased Absenteeism and Lower Grades

Suspension directly translates to missed classes, making it incredibly difficult for students to keep up with coursework. This leads to:

• Increased missed classes leading to falling behind: The sheer number of days missed due to suspension creates a substantial learning gap, leaving students struggling to understand new concepts.
• Difficulty catching up on missed material: Even with the best intentions, catching up on missed work is a monumental task, often resulting in incomplete assignments and lower grades.
• Negative impact on GPA and overall academic trajectory: The cumulative effect of missed classes and lower grades can significantly impact a student's GPA, potentially hindering their future academic opportunities, including college applications. This creates a vicious cycle where poor academic performance can increase the likelihood of future suspensions.

H3: Higher Dropout Rates

The link between suspension and dropping out of school is well-documented. Suspension contributes to:

• Feeling alienated and disconnected from the school environment: Frequent suspensions create a sense of exclusion and animosity towards the school, fostering a feeling of not belonging.
• Cycle of negative experiences leading to disengagement: Repeated suspensions can create a pattern of negative experiences, leading to emotional detachment and disengagement from education.
• Lack of support systems to help students re-engage: Schools often lack the resources and support systems to effectively re-integrate suspended students, leaving them feeling lost and unsupported.

H2: The Social and Emotional Impact of School Suspension

Beyond academics, school suspension carries severe social and emotional consequences, often exacerbating the very problems it aims to solve.

H3: Increased Behavioral Problems

Instead of correcting behavior, suspension can inadvertently reinforce negative behaviors:

• Reinforcement of negative behaviors through time away from positive role models: Time away from school removes students from positive influences, such as teachers and counselors who can offer guidance and support.
• Exposure to negative influences outside of school: Suspended students may spend their time with negative peer groups, potentially leading to increased risky behaviors.
• Increased risk of involvement in criminal activity: Studies have shown a correlation between suspension and increased involvement in criminal activity, particularly among marginalized youth.

H3: Mental Health Challenges

The emotional toll of suspension can be devastating, contributing to:

• Feelings of shame, isolation, and failure: Suspension can be profoundly damaging to a student's self-esteem, leading to feelings of shame, isolation, and a sense of failure.
• Impact on self-esteem and self-worth: The negative social stigma associated with suspension can significantly impact a student's self-esteem and self-worth.
• Increased risk of self-harm and suicidal ideation: In extreme cases, the emotional distress caused by suspension can increase the risk of self-harm and suicidal ideation.

H2: The Disproportionate Impact of School Suspensions on Marginalized Groups

School suspension disproportionately affects students from marginalized communities, highlighting systemic inequities within the education system.

H3: Racial and Ethnic Disparities

Minority students are significantly overrepresented in suspension statistics, reflecting:

• Bias in disciplinary practices: Implicit biases among school staff can lead to harsher disciplinary actions against minority students for similar infractions committed by their white peers.
• Cultural differences in behavior and expectations: Differences in cultural norms and expectations can lead to misunderstandings and misinterpretations of student behavior.
• Lack of culturally responsive disciplinary approaches: Many schools lack culturally responsive disciplinary approaches that take into account the diverse backgrounds and experiences of their students.

H3: Students with Disabilities

Students with disabilities are also disproportionately suspended, due to:

• Misunderstanding of disability-related behaviors: Behaviors stemming from disabilities are often misinterpreted as disciplinary issues rather than manifestations of a disability.
• Lack of adequate support and accommodations: The absence of appropriate support and accommodations can exacerbate challenging behaviors and increase the likelihood of suspension.
• Need for specialized disciplinary interventions: These students require specialized disciplinary interventions tailored to their individual needs and circumstances.

H2: Alternative Solutions to School Suspensions

Moving beyond punitive measures, several alternative approaches can address misbehavior more effectively and equitably.

H3: Restorative Justice Practices

Restorative justice focuses on repairing harm and building relationships, offering a more constructive approach to discipline:

• Focus on repairing harm and building relationships: It emphasizes dialogue, empathy, and accountability to resolve conflicts and rebuild relationships.
• Involving students, families, and school staff in conflict resolution: It actively involves all stakeholders in finding solutions that address the root causes of conflict.
• Promoting empathy and accountability: It encourages students to take responsibility for their actions while promoting empathy and understanding.

H3: Positive Behavioral Interventions and Supports (PBIS)

PBIS is a proactive approach that aims to create positive school climates and prevent problem behaviors:

• Proactive strategies for preventing problem behaviors: It employs preventative measures to address behavioral challenges before they escalate.
• Teaching social-emotional skills: It focuses on teaching essential social-emotional skills, equipping students with the tools to manage their emotions and behaviors.
• Reinforcing positive behaviors: It rewards and reinforces positive behaviors, encouraging students to engage in prosocial actions.

H3: Improved Teacher Training and Support

Equipping teachers with the necessary skills and resources is crucial for managing challenging behaviors effectively:

• Conflict resolution training: Providing teachers with conflict resolution training empowers them to address conflicts constructively.
• Classroom management techniques: Training in effective classroom management techniques enhances teachers' ability to create positive learning environments.
• Mental health awareness and support: Increased awareness and understanding of mental health issues can help teachers better support students with behavioral challenges.

3. Conclusion

School suspensions have demonstrably negative impacts on academic achievement, social-emotional well-being, and equity. The evidence overwhelmingly supports the need for a fundamental shift in disciplinary practices. The disproportionate impact on marginalized groups underscores the urgency of implementing alternative solutions. Let's work together to replace ineffective and harmful school suspensions with evidence-based practices that support all students and create safer, more inclusive learning environments. Demand better solutions to school discipline and help create a more equitable educational system. Replacing suspensions with restorative justice, PBIS, and comprehensive teacher training is not just beneficial; it is essential for creating thriving and equitable schools for all.