Are School Suspensions Effective? Evidence Of Harm

Rajiv Sharma

6 min read

Post on May 02, 2025

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Every year, millions of students in the U.S. face school suspension, a disciplinary action disproportionately affecting students of color and those from low-income backgrounds. But are school suspensions truly an effective disciplinary tool, or do they cause more harm than good? This article explores the mounting evidence suggesting that the detrimental effects of school suspensions far outweigh any perceived benefits.

The Ineffectiveness of Suspensions in Improving Student Behavior

The widespread use of school suspensions rests on the assumption that removing students from the classroom will deter misbehavior and improve overall school climate. However, a closer examination reveals a concerning lack of evidence to support this claim.

Short-term vs. Long-term Effects

Suspensions often fail to address the root causes of misbehavior, leading to a cycle of negativity. Instead of promoting positive change, they often exacerbate existing problems.

• Increased likelihood of future suspensions: Students who are suspended are significantly more likely to be suspended again, indicating that suspension is not an effective deterrent.
• Higher dropout rates: Suspension disrupts learning and increases the risk of students dropping out of school altogether.
• Decreased academic performance: Time away from school leads to academic setbacks, further hindering a student's success.

Suspensions disrupt the learning process and create a sense of alienation, pushing students further away from positive school engagement. They become a revolving door, trapping students in a cycle of punishment without addressing the underlying issues contributing to their misbehavior.

The Lack of Evidence Supporting Suspension's Deterrent Effect

Numerous studies have failed to demonstrate a clear correlation between higher suspension rates and improved school-wide behavior. In fact, some research suggests the opposite: punitive approaches, including frequent suspensions, may even correlate with increased instances of violence and disruptive behavior.

• Studies showing no significant reduction in misbehavior: Many studies have found no statistically significant reduction in overall misbehavior following the implementation of stricter suspension policies.
• Correlation between punitive approaches and increased violence: Some evidence suggests that a reliance on punitive disciplinary measures, including suspensions, may actually contribute to a more hostile school environment and increased incidences of violence.

The flaws in studies that appear to support suspensions often lie in their methodology. Many lack robust control groups or fail to account for confounding variables, making it difficult to draw accurate conclusions about suspension's true effectiveness. The need for more rigorous research methodologies is clear.

The Negative Impact of Suspensions on Student Well-being

Beyond the lack of effectiveness in addressing behavior, school suspensions have significant negative consequences for students' well-being, impacting their mental health and exacerbating existing inequalities.

Mental Health Consequences

Suspension is associated with a range of negative mental health outcomes for students. The isolation, stigma, and disruption to routine can significantly worsen existing conditions or trigger new ones.

• Increased risk of self-harm: Suspended students face a higher risk of self-harm and suicidal ideation.
• Substance abuse: Suspension can contribute to increased substance abuse and risky behaviors.
• Involvement in criminal activity: Time away from school and the lack of supervision increase the likelihood of involvement in criminal activities.

The social isolation inherent in suspension, coupled with the stigma associated with being suspended, can have profound and lasting effects on a student's mental health.

Disproportionate Impact on Marginalized Students

School suspensions disproportionately affect marginalized students, perpetuating existing inequalities within the education system. Students of color, students with disabilities, and students from low-income backgrounds are significantly overrepresented in suspension data.

• Statistics highlighting racial and socioeconomic disparities: Data consistently reveals stark racial and socioeconomic disparities in suspension rates, showcasing systemic biases within school disciplinary systems.
• Systemic biases within school discipline: These disparities highlight the inherent biases within school disciplinary systems, often leading to harsher punishments for students from already disadvantaged backgrounds.

Addressing these disparities requires a systemic approach that tackles the root causes of inequality within schools and promotes equitable disciplinary practices.

Exploring Effective Alternatives to School Suspensions

Fortunately, evidence-based alternatives to school suspensions offer more effective and humane approaches to school discipline.

Restorative Justice Practices

Restorative justice focuses on repairing harm and restoring relationships rather than simply punishing offenders. It involves bringing together the affected parties to collaboratively address the consequences of wrongdoing.

• Examples of restorative justice practices: Mediation, conflict resolution circles, and community service are some examples of restorative justice practices that can be implemented in schools.
• Benefits of restorative justice: Restorative justice improves school climate, increases student engagement, and strengthens relationships between students and staff. It addresses the underlying causes of conflict and promotes a sense of community and responsibility.

Positive Behavior Interventions and Supports (PBIS)

PBIS is a proactive framework that focuses on preventing behavioral issues through positive reinforcement and clear expectations. It uses data-driven decision-making to identify and address specific needs of students and staff.

• Key components of PBIS: Positive reinforcement, clear behavioral expectations, and individualized support plans are key components of effective PBIS implementation.
• Fostering a positive school environment: PBIS fosters a more positive and supportive school environment, leading to a significant reduction in disciplinary issues and the need for suspensions.

Investing in Mental Health Support

Addressing the underlying mental health needs of students is crucial for reducing behavioral problems and the need for suspensions. Schools must invest in accessible mental health services to support students’ well-being.

• Early intervention programs: Early identification and intervention for students experiencing mental health challenges are essential.
• Counseling services: Providing readily available counseling services can help students manage their emotions and behaviors.
• Partnerships with community mental health organizations: Collaborating with local mental health organizations can provide additional support and resources.

By providing comprehensive mental health support, schools can create a more supportive and inclusive learning environment, reducing the need for punitive measures like suspensions.

Conclusion

The evidence overwhelmingly suggests that school suspensions are largely ineffective at improving student behavior and have detrimental effects on student well-being, particularly for marginalized groups. The negative consequences of suspension – including increased risk of future misbehavior, dropout, and mental health issues – far outweigh any potential benefits. Instead of relying on punitive measures, schools must embrace evidence-based alternatives such as restorative justice and PBIS, while simultaneously investing in comprehensive mental health support. Let's rethink school suspensions and move beyond punitive measures, embracing evidence-based alternatives to school suspensions that prioritize student well-being and effective behavior management. Contact your local school board or educational organizations to advocate for positive disciplinary practices and help create safer, more supportive schools for all students.