School Suspensions: Do The Risks Outweigh The Benefits?

Rajiv Sharma

6 min read

Post on May 03, 2025

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Every year, millions of students face school suspensions, a disciplinary action intended to address misbehavior. However, a growing body of evidence suggests that the widespread use of school suspensions may be doing more harm than good. This article argues that the negative consequences of school suspensions often outweigh their perceived benefits, advocating for a shift towards more effective and humane disciplinary approaches. We will explore the detrimental impacts of suspensions on student outcomes, their ineffectiveness as a behavior modification tool, and the promising alternatives available to schools seeking to improve student behavior and well-being. We will examine various disciplinary actions and explore effective suspension alternatives.

H2: The Negative Impacts of School Suspensions on Student Outcomes:

School suspensions, while seemingly a simple solution to disruptive student behavior, have far-reaching negative consequences impacting students' academic success, social-emotional development, and future prospects.

H3: Increased Risk of Academic Failure:

Suspensions directly disrupt a student's learning process. Missing classes means missing assignments, falling behind on coursework, and ultimately, lower grades. This academic disruption can have a cascading effect.

• Increased dropout rates: Students facing repeated suspensions are significantly more likely to drop out of school.
• Lower graduation rates: The academic setbacks caused by suspensions directly correlate with lower graduation rates.
• Reduced college enrollment chances: A poor academic record, often a direct result of suspensions, significantly reduces a student's chances of attending college.

Studies have shown a strong correlation between suspension rates and lower standardized test scores, demonstrating the significant academic detriment caused by this disciplinary approach. For instance, a study published in the Journal of Educational Research found that students suspended even once experienced a significant decline in their academic performance.

H3: The School-to-Prison Pipeline:

Suspensions are increasingly recognized as a key component of the school-to-prison pipeline. This term describes the alarming trend of students being funneled from school disciplinary systems into the juvenile justice system.

• Increased likelihood of arrest: Suspended students are more likely to engage in criminal activity during their time out of school, leading to arrest.
• Involvement in criminal activity: The lack of structure and supervision during suspension can expose students to negative influences, increasing their risk of involvement in criminal activity.
• Long-term incarceration: The cyclical nature of suspension and subsequent involvement with the justice system can lead to long-term incarceration.

The disproportionate suspension rates for minority students further highlights the systemic inequities embedded within this approach. Black and Latino students are suspended at significantly higher rates than their white counterparts, even when controlling for behavioral factors.

H3: Mental Health Consequences:

The emotional toll of suspension is significant. Students often experience feelings of isolation, shame, and stigmatization, which can negatively affect their mental well-being.

• Increased rates of depression: Suspension can exacerbate existing mental health conditions or trigger new ones, such as depression.
• Anxiety disorders: The stress and uncertainty associated with suspension can contribute to anxiety disorders.
• Suicidal ideation: In extreme cases, feelings of hopelessness and isolation linked to suspension can lead to suicidal thoughts.

The lack of adequate support systems for suspended students often exacerbates these mental health challenges. Many students face suspension without access to counseling or other resources to help them cope with the emotional fallout.

H2: Ineffectiveness of Suspensions as a Behavior Modification Tool:

School suspensions often address only the immediate problem of disruptive behavior without addressing the underlying causes. This short-sighted approach renders suspensions largely ineffective as a long-term solution.

H3: Short-Term Fix, Long-Term Problems:

Suspensions provide a temporary reprieve from disruptive behavior but fail to teach students alternative behaviors or address the root causes of their misbehavior.

• Doesn't teach alternative behaviors: Suspension simply removes the student from the classroom; it doesn't provide any instruction or guidance on how to behave differently in the future.
• Doesn't address underlying issues: Many behavioral issues stem from underlying problems such as trauma, learning disabilities, or unmet social-emotional needs. Suspensions do nothing to address these issues.

Research consistently demonstrates that suspensions do not lead to a long-term reduction in problematic behaviors. In fact, studies show that suspended students often exhibit increased behavioral problems upon their return to school.

H3: The Importance of Restorative Justice:

Restorative justice practices offer a powerful alternative to suspensions, focusing on repairing harm and fostering reconciliation between the student, the victim, and the school community.

• Mediation: Mediation allows students involved in conflict to work together to find solutions.
• Conflict resolution: Schools can implement programs teaching students effective conflict-resolution skills.
• Community service: Community service provides opportunities for students to make amends and contribute to their community.
• Peer mediation: Training peers to mediate conflicts can empower students to resolve issues amongst themselves.

Restorative justice programs have shown significant success in reducing disciplinary incidents and improving school climate. These approaches address the root causes of misbehavior and empower students to take responsibility for their actions.

H2: Exploring Effective Alternatives to School Suspensions:

Several effective alternatives to school suspensions can create safer, more supportive, and more academically productive school environments.

H3: Positive Behavior Interventions and Supports (PBIS):

PBIS is a proactive, data-driven framework that aims to prevent misbehavior through clear expectations, positive reinforcement, and individualized support.

• Proactive strategies: PBIS emphasizes teaching students positive behaviors before problems arise.
• Positive reinforcement: Rewarding positive behavior encourages students to repeat desirable actions.
• Clear expectations: Establishing and consistently enforcing clear expectations minimizes confusion and misunderstandings.
• Individualized support: PBIS recognizes that students have different needs and requires individualized support plans to address these needs.

Schools implementing PBIS have seen significant reductions in disciplinary incidents and improvements in school climate.

H3: In-School Suspension and Other Interventions:

Less punitive alternatives, such as in-school suspension, offer opportunities for continued academic engagement and access to support services.

• In-school suspension: Allows students to remain on school grounds while serving their suspension, allowing for continued academic engagement and access to support services.
• Counseling: Provides students with the opportunity to address underlying emotional or behavioral issues.
• Mentorship programs: Pairing students with mentors provides them with support and guidance.

These interventions allow schools to address behavioral issues while minimizing the negative consequences associated with out-of-school suspensions.

Conclusion:

The evidence overwhelmingly suggests that school suspensions are a harmful and ineffective disciplinary approach. Their negative impacts on student outcomes, including academic failure, involvement with the juvenile justice system, and mental health challenges, far outweigh any perceived benefits. Effective alternatives, such as restorative justice practices and positive behavior interventions and supports, offer far more promising paths to creating safe, supportive, and academically successful learning environments. Reducing school suspensions requires a fundamental shift in how schools approach discipline, prioritizing support, collaboration, and restorative practices over punitive measures. We need to move away from the cycle of suspension and towards creating schools where all students feel safe, supported, and empowered to succeed. Contact your local school board, support organizations advocating for school discipline reform, or participate in community initiatives focused on improving school climates to advocate for change and help create positive learning environments for all students. Let's work together to improve school discipline and reduce school suspensions, creating safer and more supportive learning environments for every child.