Are School Suspensions Effective? Examining The Evidence

5 min read Post on May 03, 2025

Are School Suspensions Effective? Examining The Evidence

The Negative Impacts of School Suspensions

School suspensions, while often intended as a corrective measure, carry significant negative consequences for students. The evidence strongly suggests that the detrimental effects frequently outweigh any perceived benefits.

Increased Risk of Academic Failure

Suspensions significantly disrupt a student's education, leading to a cascade of negative academic outcomes. The time missed from class results in falling behind, difficulty catching up, and ultimately, lower grades.

A study by the National Education Association found a direct correlation between increased suspension rates and lower standardized test scores.
Research consistently shows a higher dropout rate among students with a history of frequent suspensions.
The disruption to learning, coupled with the stigma associated with suspension, creates a challenging environment for students to reintegrate into their academic life. This can lead to feelings of alienation and disengagement from school.

The School-to-Prison Pipeline

A deeply concerning consequence of school suspensions is their contribution to the school-to-prison pipeline. Frequent suspensions, especially for minor infractions, can escalate into involvement with the juvenile justice system.

Data shows a disproportionate number of minority students and students with disabilities are suspended, exacerbating existing inequalities.
The punitive nature of suspensions can reinforce negative behaviors rather than addressing the underlying issues.
Studies have shown a strong correlation between suspension rates and increased arrests and incarceration later in life.

Mental Health Consequences

The emotional toll of school suspension is substantial. Students often experience feelings of isolation, shame, anxiety, and depression.

Exclusion from the school community can negatively impact a student's self-esteem and social-emotional development.
The stress and trauma associated with suspension can have long-lasting mental health consequences.
Research highlights the need for supportive interventions and mental health services for students facing suspension.

Arguments in Favor of School Suspensions

While the negative impacts of school suspensions are undeniable, proponents argue that they serve certain purposes. However, a critical examination reveals the limitations of these arguments.

Maintaining Order and Safety

Suspensions are sometimes seen as necessary to address serious behavioral issues that threaten the safety and order of the school environment.

Severe cases of violence, drug use, or significant disruptions might necessitate temporary removal from the school.
The argument is that suspension acts as a deterrent to prevent further serious incidents.
However, this approach often fails to address the root causes of the behavior.

Protecting Other Students

Another argument is that suspending disruptive students protects the learning environment for other students.

Creating a safe and positive classroom atmosphere is crucial for effective learning.
However, suspension may displace the problem rather than solve it. The suspended student may not receive the support they need to address their behavioral challenges.

Short-Term Deterrent Effect

Some argue that suspensions can have a short-term deterrent effect on certain students.

The immediate consequence of suspension might prevent a repeat of the misbehavior in the short term.
However, this effect is often temporary and does not address the underlying reasons for the student's actions.
Long-term solutions, focusing on prevention and support, are crucial for sustainable behavior change.

Alternatives to School Suspensions

A growing body of research supports the effectiveness of alternative approaches to school discipline, focusing on prevention, support, and restorative practices.

Restorative Justice Practices

Restorative justice focuses on repairing harm caused by misbehavior through dialogue and collaboration.

Mediation and conflict resolution are key components of restorative practices, helping students understand the impact of their actions and make amends.
Restorative approaches aim to build stronger relationships within the school community and foster a sense of responsibility among students.
Studies have shown that restorative justice can significantly reduce suspension rates and improve school climate.

Positive Behavioral Interventions and Supports (PBIS)

PBIS is a proactive framework that focuses on teaching positive behaviors and preventing misbehavior through clear expectations and positive reinforcement.

PBIS emphasizes creating a positive school culture where all students feel supported and respected.
By teaching appropriate social skills and providing positive reinforcement, PBIS reduces the need for punitive measures such as suspension.
Research consistently demonstrates the effectiveness of PBIS in reducing suspensions and improving student outcomes.

Social-Emotional Learning (SEL)

SEL focuses on developing students' social and emotional skills, which are crucial for managing behavior and building positive relationships.

SEL programs teach students self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Addressing the root causes of misbehavior through SEL helps prevent future incidents and promotes positive behavior change.
A supportive school environment that integrates SEL promotes a culture of respect and understanding.

Conclusion

The evidence regarding the effectiveness of school suspensions is mixed. While some argue that they are necessary for maintaining order and safety, the negative consequences often outweigh any perceived benefits. The increased risk of academic failure, the contribution to the school-to-prison pipeline, and the detrimental impact on mental health highlight the urgent need for alternative approaches. By exploring alternative disciplinary strategies like restorative justice and PBIS, and by prioritizing Social-Emotional Learning, we can create safer and more supportive learning environments for all students. Let's move beyond the limitations of school suspensions and work towards more effective and equitable solutions, focusing on prevention, support, and restorative practices to create truly thriving school communities.