tag:theconversation.com,2011:/us/topics/suspensions-23430/articlessuspensions – The Conversation2023-10-15T19:09:40Ztag:theconversation.com,2011:article/2122492023-10-15T19:09:40Z2023-10-15T19:09:40ZSchool suspensions entrench disadvantage. What are the alternatives and how have they worked overseas?<figure><img src="https://images.theconversation.com/files/552280/original/file-20231005-28-wjebeq.jpg?ixlib=rb-1.1.0&rect=0%2C14%2C4863%2C3217&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Suspension from school is meant to be a last resort for serious problem behaviour. Despite that, an alarming number of children are <a href="https://www.tandfonline.com/doi/full/10.1080/13603116.2018.1540668?casa_token=GnDQSv0g46YAAAAA%3A7SrcOfGvFRsd8taTANmdqIt6njNiuVgjoP2wb9PJV6MrCZm8byw4Pt98EPLplABBGGJblyBBlgdk">suspended</a> every year, often at young ages, for <a href="https://www.education.sa.gov.au/docs/support-and-inclusion/engagement-and-wellbeing/student-absences/report-of-an-independent-inquiry-into-suspensions-exclusions-and-expulsions-in-south-australian-government-schools.pdf">minor reasons</a>. </p>
<p>Indigenous children, those with a disability, and/or those living in out-of-home care are grossly <a href="https://link.springer.com/article/10.1007/s13384-023-00652-6">over-represented</a>.</p>
<p>So what are the alternatives to suspension and how have they worked overseas?</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/suspensions-and-expulsions-could-set-our-most-vulnerable-kids-on-a-path-to-school-drop-out-drug-use-and-crime-166827">Suspensions and expulsions could set our most vulnerable kids on a path to school drop-out, drug use and crime</a>
</strong>
</em>
</p>
<hr>
<h2>Combining prevention with intervention</h2>
<p>Prevention is better than cure. This means targeting the root problems underpinning behaviours leading to suspension and <a href="https://link.springer.com/article/10.1007/s11292-018-09351-0">teaching</a> children the skills they need to avoid making errors in the first place. </p>
<p>This is best achieved using a model known as <a href="https://mtss4success.org/essential-components#:%7E:text=A%20multi%2Dtiered%20system%20of,from%20a%20strengths%2Dbased%20perspective.">multi-tiered systems of support</a>, sometimes shortened to MTSS.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1604849534399418368"}"></div></p>
<p>This approach involves screening all children in a cohort to identify issues that could lead to problems down the track (such as struggling with reading or difficulty regulating emotions). </p>
<p>Schools can then provide academic, social-emotional, and behavioural supports to students who need it and use data to track their progress over time. </p>
<p>This approach recognises several issues can be linked. For example, <a href="https://link.springer.com/article/10.1007/s11145-020-10023-7">reading difficulties</a> can affect a child’s self-esteem, leading to frustration, disengagement, disruptive behaviour and truancy. </p>
<p>The multi-tiered systems of support approach <a href="https://www.edresearch.edu.au/articles/one-five-secondary-students-has-not-mastered-basic-skills-how-do-schools-help-them-catch">helps educators</a> identify these children early, accurately interpret what they need and provide targeted interventions. </p>
<h2>What does this approach look like in practice?</h2>
<p><a href="https://mtss4success.org/essential-components#:%7E:text=A%20multi%2Dtiered%20system%20of,from%20a%20strengths%2Dbased%20perspective.">Multi-tiered systems of support</a> has been used in many US public school districts for the last decade.</p>
<p>This involves things like learning about <a href="https://journals.sagepub.com/doi/full/10.1177/003172171309500203?casa_token=wFkNlZ_cOtQAAAAA:NGWAeExrq2gYkgsXFYdcAMRmP0mqSCwzSk6iT1kIxDa3db9HiY9gduvrXR0AqybPDgm_uLLN5g_hEA">emotions and social skills</a> at school and embedding <a href="https://www.google.com.au/books/edition/Structured_Literacy_Interventions/PIZUEAAAQBAJ?hl=en&gbpv=1&dq=structured+literacy+instruction+mtss&pg=PP1&printsec=frontcover">structured literacy instruction</a> in daily teaching. </p>
<p>Students might, for example, go on a daily “reading walk” where they divide up and join a group working on a particular reading skill, such as vocabulary. </p>
<p>Group membership changes as soon as the focus skill is learnt and children progress to the next skill. The groups fluctuate. Difficulties are addressed early, groups are flexible and children get the support they need without being stigmatised or pigeonholed. </p>
<p>It is through these tiered approaches that some public school systems in the United States, such as <a href="https://www.tandfonline.com/doi/full/10.1080/0161956X.2018.1435051?casa_token=Q_MbQhGxpT0AAAAA%3ARdmT8R5JAjvo9yWU-1924MQrmYhjvydx3Iwm7MdHieKBqxST5tg0-ZohV2UQL33nkLAjLvGt3D68dQ">Chicago Public Schools</a>, have been able to reduce suspension, while improving safety and student attendance, perceptions of school climate, and academic outcomes.</p>
<p>A similar approach is now in place in countries like <a href="https://link.springer.com/chapter/10.1007/978-981-19-8241-5_25">Finland</a>.</p>
<h2>How might this apply to behaviour?</h2>
<p>Many incidents resulting in suspension are rooted in cognitive or emotional overwhelm. This can be prevented by providing children with <a href="https://www.nccd.edu.au/wider-support-materials/whats-reasonable">reasonable adjustments</a> (such as extra time for certain tasks or being able to work in a quiet place) and evidence-based <a href="https://link.springer.com/article/10.1007/s10882-018-9626-9">interventions</a>. </p>
<p>For example, a child could be taught to recognise the signs of overwhelm and use a “chill out” card when they need to. This card allows them to retreat – without being interrogated about it by the teacher – to a safe space. Once there, they can recover and then rejoin the fray. </p>
<p>In Vermont, another US state where schools are using the <a href="https://education.vermont.gov/student-support/vermont-multi-tiered-system-of-supports">multi-tiered systems of support</a> approach, classrooms have been designed to have these safe spaces.</p>
<p>However, teachers must also be able to detect when a child is beginning to spiral so they can intervene to diffuse situations before they escalate. This may require professional learning in <a href="https://research.qut.edu.au/c4ie/professional-learning/">inclusive practice</a>.</p>
<h2>But it isn’t just down to individual teachers</h2>
<p>One of the most common reasons for suspension is coded in incident reports as “physical aggression” or “physical misconduct”. This is when children hit, kick or push. </p>
<p>Again, this can be the result of overwhelm, which induces a fight-or-flight response. However, it can also be a response to teasing, bullying or racism. These incidents often happen outside the classroom.</p>
<p>The incidence of physical aggression in schools can be reduced by: </p>
<ul>
<li><p>establishing clear and consistent expectations with the input of students</p></li>
<li><p>addressing <a href="https://researchonline.jcu.edu.au/51921/6/51921_Llewellyn%20et%20al_2018.pdf">racism</a> at school</p></li>
<li><p>valuing religious, ethnic and cultural diversity and providing meaningful opportunities for children to interact and learn about each others heritage</p></li>
<li><p>having more adults in the playground and reducing low-visibility areas where bullying might occur</p></li>
<li><p>making sure teaching is <a href="https://www.researchgate.net/profile/Anne-Morrison/publication/335101498_Anne_Morrison_Lester-Irabinna_Rigney_Robert_Hattam_Abigail_Diplock_TOWARD_AN_AUSTRALIAN_CULTURALLY_RESPONSIVE_PEDAGOGY_A_NARRATIVE_REVIEW_OF_THE_LITERATURE/links/5d4f4c3da6fdcc370a8c2ce2/Anne-Morrison-Lester-Irabinna-Rigney-Robert-Hattam-Abigail-Diplock-TOWARD-AN-AUSTRALIAN-CULTURALLY-RESPONSIVE-PEDAGOGY-A-NARRATIVE-REVIEW-OF-THE-LITERATURE.pdf">culturally responsive</a> and respectful of First Nations students’ families, culture, languages, history and knowledge and that curriculum is relevant to the local context</p></li>
<li><p>implementing quality <a href="https://link.springer.com/article/10.1007/s11121-020-01195-3">interventions</a> that include anti-bullying programs and mental health support services</p></li>
<li><p>supporting the development of positive <a href="https://www.sciencedirect.com/science/article/pii/S0190740918300185?casa_token=2w3yMN0t_f0AAAAA:uWkgnuvamMMZjn6xpuiBqm13dueK0gDyuzBBe7wTmuDWiOA4q7hVDRvMbrH_qMqAkl-Hayzq">school climates</a>, peer-peer and <a href="https://www.pnas.org/doi/full/10.1073/pnas.1523698113">teacher-student relationships</a> by engaging students in <a href="https://research.qut.edu.au/c4ie/wp-content/uploads/sites/281/2022/02/Practice-Guide-Student-Driven-School-Change.pdf">school improvement</a> processes</p></li>
<li><p>providing teachers with training and time to plan adjustments, <a href="https://www.pnas.org/doi/full/10.1073/pnas.1523698113">empathise</a> with students, use inclusive practices, manage diverse classrooms and problem-solve with support staff and parents.</p></li>
</ul>
<p>Even after all this, some children will still have difficulty complying with expectations. For these children, there are alternatives to suspension.</p>
<h2>Alternatives can reduce suspension and teacher stress</h2>
<p>A growing body of evidence suggests an educative response works better than a punitive one.</p>
<p>One educative approach developed in the US is known as <a href="https://www.cpsconnection.com/">collaborative and proactive solutions</a>. It aims to identify underlying difficulties with particular skills and frame them as “<a href="https://www.tandfonline.com/doi/full/10.1080/00094056.2018.1494430">unsolved problems</a>”. </p>
<p>The focus is on understanding the cause of behaviour, rather than simply suppressing it. In this model, a teacher might respond to disruptive behaviour by: </p>
<ul>
<li><p>hearing the student’s perspective about the cause</p></li>
<li><p>explaining their own perspective and</p></li>
<li><p>describing the wider impacts for the student and their classmates.</p></li>
</ul>
<p>The teacher and student then work towards a solution addressing the underlying issue: in this case, supporting the student to develop strategies to self-regulate. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/552281/original/file-20231005-29-z8q5z3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/552281/original/file-20231005-29-z8q5z3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/552281/original/file-20231005-29-z8q5z3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/552281/original/file-20231005-29-z8q5z3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/552281/original/file-20231005-29-z8q5z3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/552281/original/file-20231005-29-z8q5z3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/552281/original/file-20231005-29-z8q5z3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/552281/original/file-20231005-29-z8q5z3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">An educative approach is better than a punitive one.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>Parents of neurodivergent children have <a href="https://www.dailytelegraph.com.au/new-south-wales-education/parents-call-for-collaborative-proactive-solutions-for-challenging-behaviour/news-story/6e5ee16af689e0b6ca942b5ca6bbc107">advocated strongly</a> for Australian education departments to implement collaborative and proactive solutions.</p>
<p>One US study found training teachers in the collaborative and proactive solutions approach can <a href="https://www.ingentaconnect.com/content/iassw/sswj/2011/00000035/00000002/art00007">reduce</a> problem behaviour and teacher stress.</p>
<p>Another approach, used internationally, is known as <a href="https://www.mdpi.com/1660-4601/19/1/96">restorative justice</a>. The aim is to educate students about the impacts of behaviour, ensure wronged parties are heard and repair relationships. </p>
<p>If implemented correctly – with a focus on educating, not punishing – restorative practices can improve <a href="https://www.mdpi.com/1660-4601/19/1/96">conflict resolution</a>, promote <a href="https://www.tandfonline.com/doi/full/10.1080/02643944.2018.1528625">positive relationships</a>, reduce <a href="https://link.springer.com/article/10.1007/s11121-023-01507-3">suspensions</a> and enhance school <a href="https://link.springer.com/article/10.1007/s10964-019-01013-2">connectedness</a>.</p>
<p>The recent report of the <a href="https://disability.royalcommission.gov.au/publications/final-report-volume-7-inclusive-education-employment-and-housing">Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability</a> recommended suspension be the last resort. </p>
<p>Suspension does not provide children with the skills they need to succeed at school and it can make problem behaviour <a href="https://theconversation.com/suspensions-and-expulsions-could-set-our-most-vulnerable-kids-on-a-path-to-school-drop-out-drug-use-and-crime-166827">worse</a>.</p>
<p>Australian schools can, with the right support and leadership from governments, take steps to reduce suspension by finding alternatives that work better for students and teachers alike.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/expanding-suspension-powers-for-schools-is-harmful-and-ineffective-106525">Expanding suspension powers for schools is harmful and ineffective</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/212249/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Linda J. Graham receives funding from the Australian Research Council (ARC) and the Queensland Department of Education. </span></em></p><p class="fine-print"><em><span>Callula Killingly does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Many of incidents resulting in suspension are rooted in emotional overwhelm.Linda J. Graham, Professor and Director of the Centre for Inclusive Education, Queensland University of TechnologyCallula Killingly, Postdoctoral Research Fellow, Centre for Inclusive Education, Queensland University of TechnologyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1881392022-09-01T12:23:22Z2022-09-01T12:23:22ZBlack girls are 4.19 times more likely to get suspended than white girls – and hiring more teachers of color is only part of the solution<figure><img src="https://images.theconversation.com/files/478992/original/file-20220812-24-20aubq.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C6709%2C4476&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Race, class and gender can not only impact the education that students receive, but also the punishments they receive.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/diverse-group-of-teenage-high-school-students-royalty-free-image/1135672430">Courtney Hale/iStock / Getty Images Plus via Getty Images</a></span></figcaption></figure><p><em><a href="https://faculty.utk.edu/Andrea.Joseph">Andrea Joseph-McCatty</a> is an assistant professor at the College of Social Work at the University of Tennessee. Her research examines disproportional school suspensions and, in particular, the ways in which inequity impacts the experiences of students of color. Below are highlights from an interview with The Conversation. Answers have been edited for brevity and clarity.</em></p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/Rr_nk4uTMos?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Dr. Andrea Joseph-McCatty discusses her research on understanding and addressing racially disproportional school suspensions.</span></figcaption>
</figure>
<p><strong><a href="https://www.youtube.com/watch?v=GG2xGZELbyg&feature=emb_logo">You recently gave a talk</a> about the disproportionate suspension of Black girls in the U.S. Why is equity so hard in our schools?</strong></p>
<p>Most recently my work has focused on understanding and addressing racially disproportional school suspensions and the ways in which those are also gender disproportionate. For example, we know nationally that in the <a href="https://ocrdata.ed.gov/estimations/2017-2018">2017-2018 academic year</a>, over 2.5 million children received one or more out-of-school suspensions. While these numbers are going down compared to years prior, students of color and students with disabilities are receiving <a href="https://www2.ed.gov/about/offices/list/ocr/docs/crdc-exclusionary-school-discipline.pdf">a greater share</a> of suspensions and expulsions. </p>
<p>It’s also important to disaggregate the data to understand trends at the intersection of race, gender, class and other student characteristics. For example, in 2017-2018, Black girls <a href="https://genderjusticeandopportunity.georgetown.edu/wp-content/uploads/2020/12/National-Data-on-School-Discipline-by-Race-and-Gender.pdf">had 4.19</a> times the risk of receiving an out-of-school suspension compared to white girls. Nationally, they are the only group of girls <a href="https://www2.ed.gov/about/offices/list/ocr/docs/crdc-exclusionary-school-discipline.pdf">disproportionately suspended</a> in relation to their enrollment. </p>
<p>To address high and disproportional suspensions, schools have implemented multitiered interventions, such as restorative justice practices, and positive behavior interventions, which create positive, predictable, equitable and safe learning environments. While some studies show a reduction in high and disproportional suspensions from these efforts, discipline disparities <a href="https://doi.org/10.1177/0042085917741725">often persist</a>. </p>
<p>However, some schools are seeking to change these disproportional rates for Black girls and other girls of color by partnering with community organizations such as <a href="https://www.gwensgirls.org/">Gwen’s Girls Incorporated</a>, <a href="https://www.thefinddesign.org/">The F.I.N.D. Design</a> and <a href="https://codeswitch.org/">Code Switch</a>, among others, to provide gender and culturally responsive interventions.</p>
<p>Yet, a major barrier to intervention is the perception adults hold about Black girls. Instead of receiving developmentally appropriate and socioemotional support, <a href="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3000695">many Black girls are adultified</a> – a concept coined to describe how Black girls are disproportionately perceived as less innocent, needing less nurturing, less protection, less support, knowing more about sex and adult topics, and are more adultlike than their peers.</p>
<p>While some may generally assume that students only receive school discipline for breaking school rules, social scientists have used data to show how race, gender, disability and class bias at the intersection of punitive discipline policies and systematic inequities lead to disproportional suspensions. </p>
<p>For example, we know that<a href="https://www.brookings.edu/blog/how-we-rise/2021/02/23/penalizing-black-hair-in-the-name-of-academic-success-is-undeniably-racist-unfounded-and-against-the-law/"> Black girls in particular are getting disciplined</a> in school for wearing their natural hair in afros or having braids, both of which are styles that allow Black girls to embrace their beauty and have cultural pride in the face of Eurocentric beauty ideals that suggest that straight hair is more professional and neat.</p>
<p>In other cases, Black girls are more likely to receive school discipline outcomes for subjective infractions such as tone of voice, clothing and disrespect <a href="https://doi.org/10.1177/0042085916646610">compared to other girls</a>. And that’s part of the way racial and gender discrimination intersect to create disproportional suspensions for Black girls. In my research, I build on these ideas and also explore how adverse childhood experiences, including neglect, abuse, neighborhood violence and parent incarceration and/or death, become another layer by which Black girls are misunderstood. </p>
<p><a href="https://faculty.utk.edu/Andrea.Joseph">In my research and community partnerships, we explore</a> how race, gender and adultification bias are shaping the way adults perceive the behaviors of Black girls and how this might impact how their trauma-response behaviors are perceived. Will it be met with punishment or support? Increasingly, schools are <a href="https://wapp.capitol.tn.gov/apps/BillInfo/default.aspx?BillNumber=SB0170&GA=111">adopting trauma-informed practices</a> and policies to decrease the punishment of childhood adversities in school. </p>
<p>But I wonder if they account for the way that race, gender and class bias and inequities both inform adverse childhood experiences and inform adult perceptions about children’s behaviors. While school-based trauma-informed practices are a step in the right direction, the next question I also ask is, how are school districts defining what an adverse childhood experience (ACE) is? Are they using the <a href="https://doi.org/10.1016/s0749-3797(98)00017-8">early measure</a> normed on a predominantly white middle-class population, or are they using the [expanded measure] that surveyed a diverse population and <a href="https://www.philadelphiaaces.org/philadelphia-ace-survey">identified additional ACEs</a> such as racial discrimination, foster care involvement, neighborhood violence and bullying? </p>
<p>Without using the expanded definition, it is possible that schools are continuing to overlook students’ needs and instead punish their trauma. My colleagues and I suggest that practitioners need <a href="https://doi.org/10.1080/15313204.2022.2027314">trauma-informed professional development</a> at the intersection of race and gender at minimum to begin to provide robust support for students of color experiencing adversity.</p>
<p><strong>Does the race of the teacher play a role in all this?</strong></p>
<p>I would say yes, but I don’t think it’s a simple answer. I think there is a movement that says, hey, we still need more teachers of color to foster a more equitable environment. While there is research to suggest that Black teachers are less likely to suspended Black students, this is not always a consistent finding for boys and girls, and across school demographics, because having a diverse workforce does not <a href="https://www.brookings.edu/blog/brown-center-chalkboard/2020/07/20/educator-bias-is-associated-with-racial-disparities-in-student-achievement-and-discipline/">totally eliminate bias</a>.</p>
<p>Therefore, having more teachers of color is not the sole solution to addressing disproportional suspensions. It can help in terms of seeing students’ behaviors in context, particularly when an educator of color comes from a similar cultural context, gender context and class as that young person. However, despite these benefits and their training, it is an uphill battle for any educator to teach in a school system that has not addressed past and present funding, practice and policy inequities. </p>
<p>So when we think about change, it’s really systemic change that we need. We need whole school change to begin to address some of these inequities. Meanwhile, as I continue to co-advocate with my community partners for Black girls, we’ll continue to ask, “Is your intervention intersectional”? – meaning does it take into account the the interconnected nature of social categorizations and discrimination.</p><img src="https://counter.theconversation.com/content/188139/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andrea Joseph-McCatty received funding from The University of Tennessee College of Social Work's Social Justice Innovation Initiative for her research on Black girls and disproportional suspension.
Dr. Joseph-McCatty is a former employee of Gwen's Girls Inc. (PA) and is a current board member for the FIND Design (TN) whose focus is to "mitigate the effects of systemic and personal trauma on Black girls, and other girls of color ages 11-17".</span></em></p>A social work scholar researches why school suspensions disproportionately affect students from certain groups and what can be done to change that.Andrea Joseph-McCatty, Assistant Professor of Social Work, University of TennesseeLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1668272021-09-14T20:52:06Z2021-09-14T20:52:06ZSuspensions and expulsions could set our most vulnerable kids on a path to school drop-out, drug use and crime<figure><img src="https://images.theconversation.com/files/420716/original/file-20210913-22-9g46h3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/front-view-single-sad-teen-lamenting-631014524">Shutterstock</a></span></figcaption></figure><p>Increasing numbers of students are being excluded from Australian schools. This is done both temporarily, through informal and formal suspensions, and permanently, through expelling them and cancelling their enrolments. </p>
<p>We know from publicly available data in <a href="https://data.cese.nsw.gov.au/data/dataset/suspensions-and-expulsions-in-nsw-government-schools/resource/7eab017c-58ca-470b-b7aa-de723d20442a">New South Wales</a>, <a href="https://data.sa.gov.au/data/dataset/suspensions-exclusions-by-year-level/resource/86addaee-71ee-4bab-bb13-185938590966">South Australia</a> and <a href="https://qed.qld.gov.au/publications/reports/statistics/schooling/students">Queensland</a> that these exclusions begin in the first year of school when children can be as young as four years old.</p>
<p>Informal exclusions are more common at this stage and usually occur in the form of a phone call requesting parents “take home” their child. </p>
<p>But because exclusionary discipline does not address the issues underlying childrens’ behaviour — and can reinforce it — short informal exclusions quickly progress to longer, formal suspensions. And because suspension still doesn’t solve the problem, one suspension can become many. </p>
<p>This progression was clearly laid out in analyses conducted during last year’s <a href="https://www.education.sa.gov.au/sites/default/files/report-of-an-independent-inquiry-into-suspensions-exclusions-and-expulsions-in-south-australian-government-schools.pdf">Inquiry into Suspension, Exclusion and Expulsion processes in South Australian Government Schools</a>. </p>
<h2>4 in 5 suspended students have disability</h2>
<p>One analysis retrospectively tracked the average number of take-homes, suspensions and exclusions for 24 students who were in year 9 in 2019. It illustrates the graduation from shorter and less severe, to longer and more severe, exclusions over time. </p>
<p>A small number of take-homes progressed to more take-homes, then to suspensions, more suspensions and eventually to exclusions, which are longer-term suspensions. In South Australia, these are four to ten weeks in length (exclusions in other states are the same as expulsions).</p>
<hr>
<p><strong>How small exclusions become bigger over time</strong></p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/418296/original/file-20210827-4994-1pux10l.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/418296/original/file-20210827-4994-1pux10l.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=311&fit=crop&dpr=1 600w, https://images.theconversation.com/files/418296/original/file-20210827-4994-1pux10l.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=311&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/418296/original/file-20210827-4994-1pux10l.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=311&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/418296/original/file-20210827-4994-1pux10l.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=391&fit=crop&dpr=1 754w, https://images.theconversation.com/files/418296/original/file-20210827-4994-1pux10l.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=391&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/418296/original/file-20210827-4994-1pux10l.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=391&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Average number of take homes, suspensions and exclusions received by 24 students, who received more than one exclusion in 2019 from reception to Year 9.</span>
<span class="attribution"><span class="source">SA education department data, unpublished, September 2020.</span></span>
</figcaption>
</figure>
<hr>
<p>Another analysis conducted as part of the inquiry showed while the majority of students suspended (56.8%) accounted for just over one quarter of suspensions (28.7%), the majority of suspensions (71.3%) went to students suspended two or more times. </p>
<p>The red box in the graph below shows the percentage of students receiving one suspension in 2019. </p>
<hr>
<p><strong>Most suspensions in 2019 went to students suspended two or more times</strong></p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/418297/original/file-20210828-17822-c58r5o.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/418297/original/file-20210828-17822-c58r5o.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=417&fit=crop&dpr=1 600w, https://images.theconversation.com/files/418297/original/file-20210828-17822-c58r5o.PNG?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=417&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/418297/original/file-20210828-17822-c58r5o.PNG?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=417&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/418297/original/file-20210828-17822-c58r5o.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=523&fit=crop&dpr=1 754w, https://images.theconversation.com/files/418297/original/file-20210828-17822-c58r5o.PNG?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=523&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/418297/original/file-20210828-17822-c58r5o.PNG?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=523&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Percentage of students per number of times suspended compared to the percentage of incidents each group represents, in 2019.</span>
<span class="attribution"><span class="source">SA Department for Education data collections, unpublished, September 2020.</span></span>
</figcaption>
</figure>
<hr>
<p>What this means is that 42.8% of students suspended in 2019 received more than one suspension in that year, with 42 students receiving ten or more. Four in five of these 42 students had a disability.</p>
<p>The blue box in the above graph highlights the percentage of suspended students (7.8%) who received five or more suspensions in 2019. Together, these 804 students accounted for almost as many suspensions (24.7%) as students in the much larger (red) group who were only suspended once. </p>
<p>As with the students suspended ten or more times, four in five students suspended more than five times had a disability. </p>
<h2>Indigenous students overrepresented</h2>
<p>Along with students with a disability, Indigenous students and those living in out-of-home care are also massively overrepresented in suspension and exclusion statistics. These are not distinct groups. It is possible to be Indigenous, have a disability and be living in care. </p>
<p>Analysis of South Australian data separated by group shows close to one in five suspensions in 2019 (17%) went to students in two or more of these groups. </p>
<hr>
<p><strong>Most suspensions in 2019 went to very vulnerable students</strong> </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/418298/original/file-20210828-19142-d4xgu.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/418298/original/file-20210828-19142-d4xgu.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=384&fit=crop&dpr=1 600w, https://images.theconversation.com/files/418298/original/file-20210828-19142-d4xgu.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=384&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/418298/original/file-20210828-19142-d4xgu.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=384&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/418298/original/file-20210828-19142-d4xgu.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=483&fit=crop&dpr=1 754w, https://images.theconversation.com/files/418298/original/file-20210828-19142-d4xgu.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=483&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/418298/original/file-20210828-19142-d4xgu.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=483&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Distribution of suspensions across risk groups and the school index of educational disadvantage (1=most disadvantaged, 7=least disadvantaged).</span>
<span class="attribution"><span class="source">SA Department for Education data collections, unpublished, September 2020.</span></span>
</figcaption>
</figure>
<p>Further analysis showed two out of three of these suspensions went to Indigenous students with a disability, followed by children with a disability living in care. Just over one in ten of these suspensions were given to Indigenous children with a disability living in care. </p>
<p>New research to be presented at QUT <a href="https://research.qut.edu.au/c4ie/">Centre for Inclusive Education</a>’s forum on <a href="https://research.qut.edu.au/c4ie/events/2021-inclusive-education-forum/">reducing school exclusion</a> this week shows in 2019 in Queensland, there were 350.8 suspension incidents per 1,000 Indigenous students compared to 110.9 for non-Indigenous students. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/nsw-wants-to-change-rules-on-suspending-and-expelling-students-how-does-it-compare-to-other-states-144676">NSW wants to change rules on suspending and expelling students. How does it compare to other states?</a>
</strong>
</em>
</p>
<hr>
<p>Put another way, an Indigenous student in Queensland may have a one-in-three chance of being suspended, although it is likely a substantial proportion are receiving multiple (repeat) suspensions.</p>
<p>Worryingly, longitudinal trends show a significant increase in suspension incidents over the seven years between 2013 and 2019. And the rate of increase for Indigenous students is significantly faster than non-Indigenous students.</p>
<hr>
<p><strong>Suspension rates for Indigenous students growing much faster than for non-Indigenous students</strong></p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/418413/original/file-20210830-25-rv4dzy.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/418413/original/file-20210830-25-rv4dzy.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=335&fit=crop&dpr=1 600w, https://images.theconversation.com/files/418413/original/file-20210830-25-rv4dzy.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=335&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/418413/original/file-20210830-25-rv4dzy.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=335&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/418413/original/file-20210830-25-rv4dzy.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=421&fit=crop&dpr=1 754w, https://images.theconversation.com/files/418413/original/file-20210830-25-rv4dzy.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=421&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/418413/original/file-20210830-25-rv4dzy.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=421&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Comparing suspension incident rate for Indigenous and non-Indigenous students attending Queensland state schools, 2013-2019.</span>
<span class="attribution"><span class="source">School Disciplinary Absences, Queensland Department of Education Open Data Portal</span></span>
</figcaption>
</figure>
<hr>
<p>These are our most vulnerable children. They need wrap-around support and a timely, educative response, not suspension or exclusion from school.</p>
<h2>The ‘school-to-prison pipeline’</h2>
<p>Research from the United States has identified <a href="https://www.researchgate.net/publication/267716989_Race_Is_Not_Neutral_A_National_Investigation_of_African_American_and_Latino_Disproportionality_in_School_Discipline">a similar racial bias</a> in the use of exclusionary school discipline to Australia. African American students are up to four times as likely as their White peers to be referred to a school’s office for “problem behaviour”. The research also states:</p>
<blockquote>
<p>[…] students from African American and Latino families are more likely than their White peers to receive expulsion or out of school suspension as consequences for the same or similar problem behavior.</p>
</blockquote>
<p>Multiple suspensions means spending a lot of time <a href="https://www.journals.uchicago.edu/doi/pdfplus/10.1086/698454?casa_token=jMkuaGyirXYAAAAA:SjASoAlQYNsJoVfWKcy6XABw1J-dvZg1debST8vuQRsmEyFMJ_M2_IimkGyNcbrFtA79rjHiOEFppQ">out of school</a>. This is time that may be unsupervised, which can lead to injury and even death, gang affiliation, drug use, crime, increased police contact and entry to the <a href="https://search.informit.org/doi/pdf/10.3316/informit.876642475515729?casa_token=YnGh9HeWUg8AAAAA%3ASaFB-57SMHsQHdptDUof8PARc6Shu8D7oioUqAOSHGyPi_OsReZtE9x8JN_Ei_KDFUqq9tgEf63TQvlv">criminal justice system</a>.</p>
<p>Exclusionary school discipline is described as contributing to a phenomenon known as the “<a href="https://www.nber.org/system/files/working_papers/w26257/w26257.pdf">school-to-prison pipeline</a>”. The majority of research on this topic has been conducted in the US.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-suspending-or-expelling-students-often-does-more-harm-than-good-93279">Why suspending or expelling students often does more harm than good</a>
</strong>
</em>
</p>
<hr>
<p>To date, limited availability of data has prevented Australian researchers from investigating the local contours of this problem. Not only does this lack of data prevent public scrutiny and problem identification but it also leads to gaps in public policy.</p>
<p>For instance, the most recent analysis of progress against 17 agreed <a href="https://www.closingthegap.gov.au/national-agreement">Closing the Gap</a> targets found there has been no improvement in the school attendance rate of Indigenous students in the last ten years. Interestingly, the report does not mention the use of exclusionary school discipline. Nor does the 2020 Agreement on Closing the Gap include targets to reduce its use.</p>
<p>This appears a missed opportunity, given that two of 17 Closing the Gap <a href="https://www.closingthegap.gov.au/national-agreement/targets">targets</a> are to reduce Indigenous overrepresentation in the criminal justice system. </p>
<p>Our research makes the case that we must, as a matter of urgency:</p>
<ol>
<li><p>identify overrepresentation in school suspension and exclusion, and any patterns related to it</p></li>
<li><p>challenge implicit bias, racism, and discrimination wherever they may exist</p></li>
<li><p>develop culturally appropriate evidence-based prevention and intervention frameworks, as well as implement them on a system-wide basis.</p></li>
</ol><img src="https://counter.theconversation.com/content/166827/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Linda J. Graham receives funding from the Australian Research Council (ARC). In 2020, she was Chair of the Inquiry into Suspension, Exclusion and Expulsion processes in South Australian government schools, and gave evidence at the Royal Commission on Violence, Abuse, Neglect and Exploitation of People with Disability on the use of exclusionary school discipline.</span></em></p><p class="fine-print"><em><span>In 2020, Callula Killingly was involved in the Inquiry into Suspension, Exclusion and Expulsion processes in South Australian government schools, as a member of the research team.</span></em></p><p class="fine-print"><em><span>Kristin R. Laurens receives funding from the Australian Research Council, the National Health and Medical Research Council of Australia, and the Medical Research Future Fund. </span></em></p><p class="fine-print"><em><span>Naomi Sweller receives funding from the Australian Research Council.</span></em></p>Analysis shows most suspensions in SA in 2019 were given to Indigenous students with a disability, followed by children with a disability living in care. These children need support, not dismissal.Linda J. Graham, Professor and Director of the Centre for Inclusive Education, Queensland University of TechnologyCallula Killingly, Postdoctoral Research Fellow, Queensland University of TechnologyKristin R. Laurens, Associate Professor, Queensland University of TechnologyNaomi Sweller, Associate Professor in Psychology, Macquarie UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1065252018-11-12T19:02:41Z2018-11-12T19:02:41ZExpanding suspension powers for schools is harmful and ineffective<figure><img src="https://images.theconversation.com/files/244967/original/file-20181112-35554-jsc2zx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Suspending a student for wagging school likely wouldn't have the desired punitive effect.</span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p>New <a href="https://www.tandfonline.com/doi/full/10.1080/13603116.2018.1540668">research</a> released today reveals extraordinary increases in suspensions and exclusions in Queensland state schools. But these increases don’t necessarily mean student behaviour is getting worse. </p>
<p>Education reform and changes in school policy can also contribute to rising rates of school exclusions and suspensions. Some groups of students can be more adversely affected by these changes than others. It is important to examine policy effects because suspensions and exclusions are more harmful than helpful and tend not to resolve the behaviour in question. </p>
<p>This research is relevant to all education sectors and states as rising school suspension rates are <a href="https://www.smh.com.au/education/nsw-primary-school-suspensions-skyrocket-20180215-p4z0ee.html">not unique</a> to Queensland. Other states are implementing <a href="https://www.education.sa.gov.au/sites-and-facilities/year-7-high-school">reforms</a> that could lead to similar problems. </p>
<h2>Why were changes to legislation made?</h2>
<p>In 2014, the Queensland government introduced <a href="https://www.legislation.qld.gov.au/view/pdf/asmade/act-2013-059">legislation</a> to grant school principals greater disciplinary powers. Among these new powers were options to impose community service and <a href="http://statements.qld.gov.au/Statement/2013/10/31/green-light-for-tougher-school-discipline-powers">Saturday detentions</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-suspending-or-expelling-students-often-does-more-harm-than-good-93279">Why suspending or expelling students often does more harm than good</a>
</strong>
</em>
</p>
<hr>
<p>The Queensland government also changed the maximum length of short suspensions from five to ten days and axed the appeals process. Parents are now <a href="http://behaviour.education.qld.gov.au/disciplinary-decisions/disciplinary-consequences/Pages/suspensions.aspx">unable to appeal</a> short suspensions and, in the case of a long suspension (11 to 20 days), must apply to the Director-General of the Education Department.</p>
<p>One <a href="http://statements.qld.gov.au/Statement/2013/10/31/green-light-for-tougher-school-discipline-powers">rationale</a> provided for the Queensland government’s change to legislation was school <a href="http://behaviour.education.qld.gov.au/disciplinary-decisions/disciplinary-consequences/Pages/exclusions.aspx">exclusions</a> were increasing and the government wanted to give principals more flexible options to respond to problem behaviour. In response to early <a href="http://www.abc.net.au/pm/content/2014/s4140718.htm">community concern</a> about emerging effects, the Education Minister promised schools would adjust and these changes would soon lead to a reduction in suspensions and exclusions. </p>
<p>They didn’t. </p>
<h2>Which students were most affected and why?</h2>
<p>Expanding principals’ disciplinary powers adversely affected students in all year levels in Queensland state schools but, particularly, high school students and those entering primary or secondary school for the first time. </p>
<hr>
<p><iframe id="Af3wD" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/Af3wD/1/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<hr>
<p>In this study, exclusions and suspensions were examined as a proportion of enrolments. This takes into account increases or decreases in student numbers which may affect the number of suspensions reported each year.</p>
<p>Between 2013 and 2014, suspensions in the first or Preparatory year of primary school rose by 51.28% (as a proportion of enrolments) and have continued to increase each year since. Suspensions in year seven increased by 19.92% in 2014 and again, by a whopping 82.54%, in 2015. These rates show no sign of slowing.</p>
<p>Although some of the increases may appear moderate, if suspensions were keeping pace with enrolment growth, there should be no proportional increase. In other words, suspension growth outstripped enrolment growth in the Queensland state school system, which suggests something other than student numbers is driving suspension increases. </p>
<p>Two other education reforms occurred in Queensland around the same time as the expansion of principals’ powers. The first involved a reduction in the school starting age which meant children entering Prep in 2015 can be as young as <a href="https://theconversation.com/why-are-more-parents-choosing-to-delay-when-their-child-starts-school-59375">four and a half years old</a> when they first begin formal schooling. The second reform, also in 2015, involved moving year seven from the primary to secondary schooling phase. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/help-disruptive-students-dont-just-suspend-them-28919">Help disruptive students, don't just suspend them</a>
</strong>
</em>
</p>
<hr>
<p>The most powerful indication something other than student behaviour is driving suspension increases is the doubling of the suspension rate for year sevens in 2015. The only observable difference between the year sevens in that year and those every year before them is the school environment. </p>
<h2>Why do increases in suspension matter?</h2>
<p>Research shows suspension is associated with an increase in <a href="https://www.sciencedirect.com/science/article/pii/S1054139X06001947">anti-social behaviour</a> and contact with the <a href="https://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/upcoming-ccrr-research/">criminal justice system</a>, due to a lack of adult supervision and greater freedom to associate with deviant peers. Contrary to popular belief, suspension does not promote <a href="https://www.tandfonline.com/doi/abs/10.1080/15388220.2012.646641">behavioural change</a>. </p>
<p>This is because inappropriate behaviours need to be replaced, and replacement behaviours need to be explicitly taught. Sending kids home doesn’t give them the skills they need to do better next time or help <a href="https://www.researchgate.net/profile/Daniel_Quin/publication/260125871_Students'_experiences_of_school_suspension/links/5755108808ae17e65eccd0c2.pdf">solve the problem</a> that led to the suspension. </p>
<p>There is <a href="https://edsource.org/wp-content/uploads/2018/09/Noltemeyer_Ward_2015_Meta-Analysis.pdf">conclusive evidence</a> suspension leads to academic failure and school dropout, even after controlling for prior achievement. This is because suspension <a href="http://youthjusticenc.org/download/education-justice/suspension-and-expulsion/Predictors%20of%20Suspension%20and%20Negative%20School%20Outcomes:%20A%20Longitudinal%20Investigation.pdf">weakens students’ sense of school belonging</a> and makes <a href="https://edsource.org/wp-content/uploads/2018/09/Noltemeyer_Ward_2015_Meta-Analysis.pdf">gaps in achievement</a> worse by taking vulnerable children <em>away</em> from teaching and learning, rather than providing them with the <a href="https://theconversation.com/help-disruptive-students-dont-just-suspend-them-28919">support and positive guidance</a> they need.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/244971/original/file-20181112-116820-1mlpb3p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/244971/original/file-20181112-116820-1mlpb3p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/244971/original/file-20181112-116820-1mlpb3p.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/244971/original/file-20181112-116820-1mlpb3p.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/244971/original/file-20181112-116820-1mlpb3p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/244971/original/file-20181112-116820-1mlpb3p.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/244971/original/file-20181112-116820-1mlpb3p.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Suspension can predict contact with the criminal justice system.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
</figcaption>
</figure>
<p>Disadvantaged children, children with a disability, Indigenous children and children in <a href="https://www.brisbanetimes.com.au/national/queensland/damaging-educational-prospects-for-kids-in-care-says-new-study-20181106-p50ec3.html">out-of-home care</a> are all significantly <a href="http://apo.org.au/node/32180">overrepresented</a> in school suspension statistics. These are the children who most need to be at school and for whom suspension is most likely to have serious and long-term negative impact.</p>
<p>Suspension is also known to <a href="https://www.tandfonline.com/doi/abs/10.1080/15388220.2012.652912">reinforce</a> problem behaviours. For example, if a student is persistently engaging in task avoidance, disruption or truanting, suspension will reward that behaviour. Rather than decrease the behaviour, suspension will increase it.</p>
<p>In short, there is no evidence to support the increased use of suspension and ample evidence governments should try to limit or even eradicate its use. </p>
<h2>When is suspension appropriate and when is it not?</h2>
<p>There are times when suspension is appropriate, such as when a student brings drugs or a weapon to school, or engages in physical violence resulting in injury. Hitting a teacher is never OK. But even here, it’s important to make sure a frightened five-year-old accidentally connecting with a teacher mid-meltdown is not construed as a deliberate act of violence.</p>
<p>Sustained <a href="https://theconversation.com/au/topics/bullying-in-schools-11262">bullying</a> (cyber or otherwise) is another example where suspension may be appropriate. But <a href="https://edsource.org/wp-content/uploads/2018/09/Noltemeyer_Ward_2015_Meta-Analysis.pdf">in-school suspension</a>, where students are removed from their regular classes and required to complete their work in a supervised setting, is a better option than out-of-school suspension. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/excluding-indigenous-youth-from-schools-may-severely-increase-their-risk-of-incarceration-82500">Excluding Indigenous youth from schools may severely increase their risk of incarceration</a>
</strong>
</em>
</p>
<hr>
<p>Extreme behaviours are not the only <a href="https://eprints.qut.edu.au/118673/">reasons</a> principals suspend and there are instances where it’s done for the wrong reason. Suspending a student to appease teachers or other parents, or to “send a message” to other students are inappropriate uses of suspension. </p>
<h2>What are better ideas?</h2>
<p>Knowing the source of behaviour is the most important key to solving it. This is because similar behaviours can have very different <a href="https://bcotb.com/antecedents-the-a-in-the-abcs-of-behavioral-analysis/">antecedents</a> and responses that don’t address the root problem will fail. </p>
<p>For example, a common frustration for teachers is when students appear not to listen in class and continually ask for further explanation or don’t follow instructions. Careful observation and clarification with students will provide clues as to why some appear not to be listening. </p>
<p>Some may have a <a href="https://research.qut.edu.au/selb/explainer-what-is-developmental-language-disorder/">language disorder</a> and may be experiencing difficulty understanding what was said. Others may have <a href="https://academic.oup.com/jpepsy/article/32/6/643/1021192">attention difficulties</a> or <a href="https://thepsychologist.bps.org.uk/volume-21/edition-5/working-memory-classroom">poor working memory</a> and may miss key information. </p>
<p>Such difficulties are common among students receiving suspensions. Without consistent, high-quality responsive teaching, these students will experience failure and frustration, leading to classroom disruption and conflict with teachers. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/244968/original/file-20181112-35554-1mc6rec.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/244968/original/file-20181112-35554-1mc6rec.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/244968/original/file-20181112-35554-1mc6rec.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/244968/original/file-20181112-35554-1mc6rec.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/244968/original/file-20181112-35554-1mc6rec.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/244968/original/file-20181112-35554-1mc6rec.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/244968/original/file-20181112-35554-1mc6rec.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Negative behaviours need to be replaced with positive ones, not just removed from the classroom.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
</figcaption>
</figure>
<p>For students who have language disorders or attention difficulties, teachers can adopt <a href="https://www.ldaustralia.org/response-to-intervention.html">proactive</a> strategies that benefit all students. These strategies include: </p>
<ul>
<li><p>clear and consistent routines</p></li>
<li><p>well-designed seating plans </p></li>
<li><p>variations in verbal tone and pace with frequent pauses to allow students to process information</p></li>
<li><p>clear and simple verbal instructions delivered in logical sequence</p></li>
<li><p>visual aids to enhance students’ comprehension of verbally described concepts and/or complementary written instructions </p></li>
<li><p>regular reiteration of learning objectives, instructions, and classroom expectations </p></li>
<li><p>positive reinforcement of good behaviour and recognition of effort </p></li>
<li><p>providing one-to-one clarification and feedback to students who experience learning and behavioural difficulties</p></li>
<li><p>in-class pairing with another student who is a friendly and academically supportive role model.</p></li>
</ul>
<p>For some students these strategies will not be enough on their own and these students will need more intensive supports, such as <a href="https://campbellcollaboration.org/media/k2/attachments/0235_CJCG_Valdebenito_-_School_exclusions.pdf">targeted interventions</a> to enhance academic skills, counselling, mentoring/monitoring, and skills training for teachers. </p>
<p>Using proactive supports to address underlying issues, de-escalating conflict when it occurs, and using in-school suspension as a last resort will help address rising suspension rates. Governments should be acting in the best interests of everyone by backing approaches that have positive evidence and backing away from those for which there is none.</p><img src="https://counter.theconversation.com/content/106525/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Linda J. Graham receives funding from the Australian Research Council (ARC), the Financial Markets Foundation for Children, and the Queensland Government through their Education Horizon research grants scheme. </span></em></p>There is conclusive evidence that in most cases, suspension only reinforces negative behaviour.Linda J. Graham, Professor in the School of Early Childhood & Inclusive Education, Queensland University of TechnologyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/932792018-04-04T20:01:23Z2018-04-04T20:01:23ZWhy suspending or expelling students often does more harm than good<figure><img src="https://images.theconversation.com/files/211092/original/file-20180320-31596-11q1soh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Suspension refers to when a student is sent home from school waiting for a decision about how to respond to a serious incident.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The number of students being suspended or expelled from Australian schools is “skyrocketing”, according to <a href="https://www.smh.com.au/education/nsw-primary-school-suspensions-skyrocket-20180215-p4z0ee.html">news reports</a>. These note a 10% increase in suspensions over two years at NSW primary schools and that students in south-western Sydney are being suspended more than four times as often as students in other parts of the city.</p>
<p>Suspension and expulsion is widely used in Australia, the UK and the US to respond to problematic behaviour. But <a href="https://www.sciencedirect.com/science/article/pii/S0190740913003782">evidence</a> shows these tactics aren’t effective in changing a student’s conduct, and carry major long-term risks for their welfare. Students most affected tend to be those with higher and more complex needs, such as those with disabilities and mental health issues.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/212874/original/file-20180403-189795-4rr04h.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/212874/original/file-20180403-189795-4rr04h.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/212874/original/file-20180403-189795-4rr04h.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/212874/original/file-20180403-189795-4rr04h.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/212874/original/file-20180403-189795-4rr04h.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/212874/original/file-20180403-189795-4rr04h.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/212874/original/file-20180403-189795-4rr04h.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Students most affected tend to be those with higher and more complex needs.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p><a href="http://search.ror.unisa.edu.au/record/UNISA_ALMA51108717340001831/">Instead of punishing</a> young people, parents should be encouraged to work with schools to improve their child’s behaviour, and governments should install programs to tackle teacher stress. In the case of some schools, this might mean honestly tackling the quality of teaching and leadership, as well as teacher attitudes to students with disabilities.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/report-sparks-concern-about-how-schools-support-students-with-disabilities-78753">Report sparks concern about how schools support students with disabilities</a>
</strong>
</em>
</p>
<hr>
<h2>Not the best strategy</h2>
<p>Suspension refers to when a student is sent home from school after a serious incident (such as physical assault on a teacher) while a decision is being made about how to respond. Exclusion (also called expulsion in <a href="https://education.nsw.gov.au/policy-library/associated-documents/suspol_07.pdf">NSW</a> and <a href="http://www.education.vic.gov.au/school/principals/spag/participation/Pages/expulsions.aspx">Victoria</a>) is either for a set period or permanently. It can mean a decision has been taken by the principal or school leadership that the student cannot attend the school as a result of their behaviour. </p>
<p>Providing education for children is the legal responsibility of state governments. A decision to exclude a student means the child either attends an alternative education provider or is home-schooled, depending on family circumstances and judgements of the professionals (typically the principal or senior staff team) involved.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/212873/original/file-20180403-189816-1jn0pyp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/212873/original/file-20180403-189816-1jn0pyp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/212873/original/file-20180403-189816-1jn0pyp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/212873/original/file-20180403-189816-1jn0pyp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/212873/original/file-20180403-189816-1jn0pyp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/212873/original/file-20180403-189816-1jn0pyp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/212873/original/file-20180403-189816-1jn0pyp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">A decision to exclude a student means the child either attends an alternative education provider or is home-schooled.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>A 2017 <a href="https://www.ombudsman.vic.gov.au/getattachment/57d918ec-fee0-48e0-a55e-87d0262d3c27//publications/parliamentary-reports/investigation-into-vic-gov-school-expulsions.aspx">Victorian Ombudsman report</a> noted school expulsion was an escalating educational issue. It concluded many schools were not equipped with the resources, expertise and assistance to provide support to children with higher needs. </p>
<p><a href="http://pediatrics.aappublications.org/content/131/3/e1000">Research</a> shows students who are expelled have a higher future risk of engaging in criminal and anti-social behaviour, or consuming drugs. Excluded young people also have lower odds of a stable, happy and productive adult life.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/are-we-expelling-too-many-children-from-australian-schools-65162">Are we expelling too many children from Australian schools?</a>
</strong>
</em>
</p>
<hr>
<p>Suspensions and exclusions also raise serious ethical questions about how our school system accommodates disadvantaged students. Vulnerable (“at risk”) students, such as those with disabilities or mental health difficulties, are <a href="https://www.ombudsman.vic.gov.au/getattachment/57d918ec-fee0-48e0-a55e-87d0262d3c27//publications/parliamentary-reports/investigation-into-vic-gov-school-expulsions.aspx">disproportionately represented</a> in school exclusions and school suspensions.</p>
<p>A <a href="http://a4.org.au/sites/default/files/Report%20of%20the%20Select%20Committee%20on%20Access%20to%20the%20South%20Australian%20Education%20System%20for%20Students%20with%20a%20Disability.pdf">recent SA report</a>, for example, explicitly recommended schools avoid using exclusion or suspension as a default behaviour management strategy for students with disabilities and challenging behaviours. </p>
<h2>What can be done</h2>
<p>Many evidence-based strategies are available to help improve student (and teacher) behaviours in schools. These can be highly effective if teachers know how to use them and have the confidence to do so. Children with higher behavioural needs may need to receive more intensive, <a href="https://www.tandfonline.com/doi/abs/10.1080/13632750600833791">specialist intervention, focused</a> on developing appropriate communication, social skills and <a href="https://www.tandfonline.com/doi/abs/10.1080/13632752.2015.1120051">emotional regulation</a>.</p>
<p>Teachers can also be helped to gather and record data about when and where problem behaviours occur. This can then be used to gauge what may be <a href="http://www.cambridge.org/us/academic/subjects/education/education-history-theory/understanding-child-and-adolescent-behaviour-classroom-research-and-practice-teachers?format=PB&isbn=9781107439726#7ibdrDJQXC6jhWba.97">driving the behaviour</a>. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/212872/original/file-20180403-189830-16gmrq9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/212872/original/file-20180403-189830-16gmrq9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/212872/original/file-20180403-189830-16gmrq9.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/212872/original/file-20180403-189830-16gmrq9.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/212872/original/file-20180403-189830-16gmrq9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/212872/original/file-20180403-189830-16gmrq9.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/212872/original/file-20180403-189830-16gmrq9.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Teaching is widely regarded as an incredibly stressful field.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>For example, George wants attention because the academic work set by the teacher is too difficult for him and his disruptive behaviour is a call for help. Annoying the teacher, and being excluded from class, allows a demotivated Carli to escape from the tedium of worksheets. Andy is irritable and prone to aggressive behaviour on Monday morning because he stays at his dad’s on a Sunday night, which unsettles him emotionally and constantly reminds him of his parents’ separation. </p>
<p>Insights from this structured process of data gathering can then enable <a href="https://www.tandfonline.com/doi/abs/10.1080/13632752.2011.569394">teachers to help</a> the student learn to modify their behaviour. This includes teaching appropriate behaviours to replace negative ones. </p>
<p>In some cases, teachers and schools, as well as students, need to change their attitudes. Several Australian studies have indicated that unhelpful attitudes by teachers, by parents and school leaders toward <a href="https://www.alrc.gov.au/publications/10-children-education/children-risk-education-system">“at risk” students</a> (students with disabilities, poor mental health or from disadvantaged backgrounds) can spur behaviours that lead to exclusion or self-exclusion. </p>
<p>My own <a href="https://www.tandfonline.com/doi/abs/10.1080/13603116.2013.823245">research</a> shows reducing educational exclusions is an opportunity for changing attitudes toward disability and mental health in schools. Changes in teacher attitudes towards at-risk children are fundamental for positive change in behaviours by teachers and in favour of inclusion. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/212875/original/file-20180403-189798-3ykcut.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/212875/original/file-20180403-189798-3ykcut.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/212875/original/file-20180403-189798-3ykcut.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/212875/original/file-20180403-189798-3ykcut.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/212875/original/file-20180403-189798-3ykcut.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/212875/original/file-20180403-189798-3ykcut.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/212875/original/file-20180403-189798-3ykcut.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">A burnout cascade often refers to when an unwell and poorly coping teacher resorts to punitive and ineffective punishment responses.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>Teaching is widely regarded as <a href="https://www.tandfonline.com/doi/abs/10.1080/00220670903383069">extremely stressful</a>.
While the reasons for this are complex, <a href="http://journals.sagepub.com/doi/abs/10.1177/0741932508327466">several studies</a> suggest <a href="https://link.springer.com/article/10.1007/s11218-017-9391-0">poor classroom behaviour</a> is an important risk factor. </p>
<p>Emerging knowledge about the relationships <a href="https://www.sciencedirect.com/science/article/pii/S0277953616302052">between teacher stress and student behaviour</a> suggests it goes two ways. It’s known as a “burnout cascade”, where unwell and poorly coping teachers resort to punitive and ineffective responses. These rapidly escalate incidents and trigger further feelings of inadequacy in a teacher. </p>
<p>Other <a href="https://link.springer.com/content/pdf/10.1007%252Fs10648-013-9244-0.pdf">research</a> suggests stressed teachers are more disconnected from their students. They often fail to notice their needs, which can trigger poor student behaviours. And many schools, and their teachers, just don’t have the skills or knowledge necessary to meet the unique learning and behavioural needs of students with disabilities.</p>
<p>So, future national initiatives designed to reduce teacher occupational stress are likely to <a href="https://www.tandfonline.com/doi/abs/10.1080/13603116.2017.1413732">reduce unnecessary suspensions</a> and exclusions. The flow on benefits of such initiatives for vulnerable students and for our hard-working teachers could be enormous.</p><img src="https://counter.theconversation.com/content/93279/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>David Armstrong does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Research shows punishments like suspension and expulsion further disadvantage already vulnerable students and could result in long term criminal and anti-social behaviour.David Armstrong, Senior Lecturer in Special and Inclusive Education, RMIT UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/906312018-03-20T10:42:32Z2018-03-20T10:42:32ZSome officials want to ban school suspensions – here’s how that could backfire<figure><img src="https://images.theconversation.com/files/207649/original/file-20180223-108116-18ici6t.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Efforts to ban school suspensions to reduce racial disparities are on the rise, but experts warn they could backfire.</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/african-american-student-having-problems-school-489131368?src=n5AoXVz0pKGOz2SBcIU8WA-2-68">pixelheadphoto digitalskillet/Shutterstock</a></span></figcaption></figure><p>When it comes to school discipline, the fact that low-income and minority students are <a href="https://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf">more likely to get suspended</a> than students who are white or more well off is <a href="http://www.childrensdefense.org/library/archives/digital-library/school-suspensions-are-they-helping-children.html">nothing new</a>.</p>
<p>In an effort to turn things around, some education policymakers are beginning to take a critical look at the use of school suspensions.</p>
<p>A recent example is <a href="https://www.scribd.com/document/365068068/FACT-SHEET-Student-Fair-Access-to-School-Act-of-2017">this proposed measure</a> for the District of Columbia Public Schools.</p>
<p>Among other things, the proposed measure would prohibit automatic suspensions. It would also prohibit suspension and expulsion for preschool through middle school students, except in cases of threatened or actual serious physical or emotional injury. High schools would be prohibited from suspending students for being absent or tardy, not wearing their uniforms and “purely behavioral” incidents such as willful defiance.</p>
<p>Since <a href="https://www.researchgate.net/publication/272417370_Office_referrals_and_suspension_Disciplinary_intervention_in_middle_schools">research</a> shows <a href="http://www.jstor.org/stable/42900535">most suspensions</a> are for subjective, minor rule infractions such as tardiness, disrespect, insubordination or dress code violations, and that minority students, particularly African-American students, are <a href="http://www.jstor.org/stable/42900535">disroportionately</a> disciplined for such infractions, the proposed suspension ban for the District of Columbia’s school system might appear to be a step in the right direction.</p>
<p>However, speaking as a <a href="https://scholar.google.com/citations?user=guVr9ukAAAAJ&hl=en&oi=sra">researcher</a> of education policy, I believe the reality is that a suspension ban could potentially harm the very students it is designed to help. For this reason, a careful look at the pros and cons of getting rid of suspensions altogether is warranted.</p>
<h2>A broader trend</h2>
<p>As a policy proposal, the “Student Fair Access to School Act” is not unique. It is part of a trend of <a href="http://www.aft.org/sites/default/files/ae_winter2015.pdf">efforts to move away</a> from the zero tolerance policies of the early 2000s and to hopefully reduce or eliminate the racial <a href="https://glcc-achievement.org/content/how-educators-can-eradicate-disparities-school-discipline-briefing-paper-school-based">discipline gap</a>.</p>
<p>States such as <a href="https://scholars.duke.edu/display/pub1128913">North Carolina</a> have moved to prohibit out-of-school suspensions and expulsions unless they are required under federal or state law. Many others, like Connecticut, California and Texas, have imposed such restrictions for suspensions for <a href="http://www.endzerotolerance.org/legislation">younger students</a>.</p>
<p><a href="https://scholars.duke.edu/display/pub1128913">Several urban school districts</a>, such as those in <a href="http://www.bcps.org/system/handbooks/Student-Handbook.pdf">Baltimore</a>, <a href="https://www.mathematica-mpr.com/our-publications-and-findings/publications/the-academic-and-behavioral-consequences-of-discipline-policy-reform-evidence-from-philadelphia">Philadelphia</a>, <a href="https://www.boarddocs.com/co/dpsk12/Board.nsf/files/ANAN9H5B86EE/$file/JK-R%20editable.pdf">Denver</a> and <a href="http://articles.latimes.com/2013/may/14/local/la-me-lausd-suspension-20130515">Los Angeles</a>, have also undergone school discipline reform.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/XTy7ibVzBsA?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">A public forum on school suspension.</span></figcaption>
</figure>
<p>The potential benefits of this movement away from suspensions are broad. In theory, it will likely benefit <a href="http://journals.sagepub.com/doi/abs/10.3102/0002831214541670">black and low-income students the most</a> because black students are <a href="https://archive.org/details/ERIC_ED577231">three times</a> more likely to be suspended or expelled from school compared to white students. Similarly, <a href="https://www.repository.law.indiana.edu/facpub/28/">low-income</a> students are more likely to be suspended than well-off students.</p>
<h2>Benefits seen</h2>
<p>The strongest and most consistent benefit of these reforms is increased <a href="https://scholar.uwindsor.ca/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1019&context=educationpub">school attendance</a>.</p>
<p>School systems that cut back on suspensions should also see an <a href="http://www.shankerinstitute.org/sites/shanker/files/Gregory-et-al.-The-Achievement-Gap-and-the-Discipline-Gap-Two-Sides-of-the-Same-Coin.pdf">increase</a> in <a href="https://www.researchgate.net/publication/249682240_Achievement_and_Enrollment_Status_of_Suspended_StudentsOutcomes_in_a_Large_Multicultural_School_District">academic achievement</a>. The reason is simple: Students spend more time in class when they don’t get suspended. It is also beneficial when suspension policies <a href="https://www.scribd.com/document/365068068/FACT-SHEET-Student-Fair-Access-to-School-Act-of-2017">require schools to continue</a> education for suspended students, as does the proposed measure in Washington, D.C.</p>
<p>School systems that cut back on suspensions may also see a decrease in the <a href="http://journals.sagepub.com/doi/abs/10.1177/001440290006600305">dropout rate</a>. </p>
<p>Also, if school systems include <a href="https://www.edutopia.org/blog/restorative-justice-resources-matt-davis">restorative justice</a> – that is, a peer mediation process – in their discipline plans, the level of willful defiant behaviors and general misbehavior may <a href="https://scholar.uwindsor.ca/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1019&context=educationpub">decrease</a>. This should lead to improvements in school climate and morale.</p>
<h2>Potential drawbacks</h2>
<p>Despite the various benefits that may result from fewer suspensions and better use of alternative forms of discipline, there could be unintended consequences.</p>
<p>For starters, the ban on suspensions would remove an important tool that teachers use to maintain classroom order. For this reason, teachers often <a href="https://www.edweek.org/ew/articles/2013/07/10/36disciplineside.h32.html">resist</a> efforts to replace suspensions with less punitive measures.</p>
<p>In schools that have curtailed the use of suspensions, teachers <a href="https://co.chalkbeat.org/posts/co/2013/05/14/concerns-about-discipline-flare-in-denver-schools/">frequently complain</a> about time-consuming paperwork, <a href="https://edsource.org/2017/most-teachers-in-california-say-they-need-more-training-in-alternatives-to-suspensions-survey-finds/581195">limited training</a> and inadequate resources to properly administer alternative discipline practices. This leads to a poor work environment for teachers and a weak academic climate for students. </p>
<p><a href="http://journals.sagepub.com/doi/abs/10.1177/0013161X15607617">Dissatisfaction</a> with poorly designed and poorly implemented discipline policies is a top reason that teachers leave schools. Without teacher commitment and buy-in, <a href="https://www.pdffiller.com/384916573-Year-3-FINAL-Ed-White-reportpdf-Ed-White-Middle-School-Restorative-Discipline-Evaluation-irjrd-Various-Fillable-Forms">discipline reform runs the risk</a> of failure. </p>
<p>Along similar lines, though <a href="http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.966.6919">many scholars dispute it</a>, the simple threat of punitive <a href="http://psycnet.apa.org/record/1984-24477-001">disciplinary action has been shown to be effective</a> for some students. Getting rid of suspensions may increase rule violations and more severe infractions.</p>
<p>For instance, Philadelphia schools saw an <a href="https://www.mathematica-mpr.com/our-publications-and-findings/publications/the-academic-and-behavioral-consequences-of-discipline-policy-reform-evidence-from-philadelphia">increase</a> in more serious rule infractions after banning suspensions for less severe issues.</p>
<h2>Not a cure-all</h2>
<p>A ban on suspensions may also increase the use of <a href="https://consortium.uchicago.edu/publications/discipline-practices-chicago-schools-trends-use-suspensions-and-arrests">in-school suspensions</a>. And just because a student has an <a href="https://concept.journals.villanova.edu/article/viewFile/138/109">in-school suspension</a> does not ensure that a student is integrated and engaged in the learning environment. In fact, in-school suspensions can be just as <a href="https://concept.journals.villanova.edu/article/viewFile/138/109">harmful</a> as <a href="http://www.jstor.org/stable/pdf/40365423.pdf?refreqid=excelsior%3A8f4f5e8b98c50bff7b3f779842a5b976">out-of-school</a> suspension if students are held in isolation without instruction or rehabilitative counseling.</p>
<p>A ban on suspensions might begin to make a dent in longstanding disparities in school discipline. However, unless suspension bans are accompanied by funding for alternative tools, such as restorative justice programs or professional training in adolescent development and classroom conflict management, I believe suspension bans may cause more problems than they solve.</p><img src="https://counter.theconversation.com/content/90631/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>K. Juree Capers has received funding from American Educational Research Association. She is affiliated with a host of professional academic associations,including the American Political Science Association. </span></em></p>Some school districts are moving to cut back on the use of suspensions. But if school discipline reforms are not implemented in a thoughtful way, classrooms may become harder to manage.K. Juree Capers, Assistant Professor of Public Management and Policy, Georgia State UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/515532015-12-15T10:53:22Z2015-12-15T10:53:22ZDoes wearing a school uniform improve student behavior?<figure><img src="https://images.theconversation.com/files/105865/original/image-20151214-9534-11h9jp6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Should school students wear a uniform?</span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/s/school+uniform/search.html?page=2&thumb_size=mosaic&inline=235523368">Students' image via www.shutterstock.com</a></span></figcaption></figure><p>In a <a href="http://nces.ed.gov/programs/digest/d13/tables/dt13_233.50.asp">growing number</a> of school districts across the nation, students must wear a uniform.</p>
<p>This is not the stereotypical school uniform associated with Catholic schools – pleated plaid skirt with a blouse for girls; a button-down shirt, a necktie and dark pants for boys. Instead, these are mostly khaki and blue or khaki and red shirt/blouse and skirt/pants uniforms. </p>
<p>According to the <a href="http://www2.ed.gov/offices/OSDFS/actguid/uniforms.html">US Department of Education</a>, wearing a uniform can decrease the risk of violence and theft, instill discipline and help school officials recognize intruders who come to the school.</p>
<p>As a former teacher, principal and superintendent and now a policy and law scholar, I am skeptical about such claims.</p>
<p>Research on the effects of school uniforms is still nascent. And the findings on the impact of school uniforms on student behavior, discipline, connection to the school, attendance and academic gains is at best mixed. </p>
<h2>Lawsuits, protests, individuality</h2>
<p>About <a href="http://nces.ed.gov/programs/digest/d13/tables/dt13_233.50.asp">half of schools</a> around the country have dress codes policies. A dress code identifies what clothes <em>cannot</em> be worn to school. A school uniform policy defines what clothes <em>must</em> be worn to school. Dress codes <em>limit</em> clothing options while school uniforms <em>define</em> clothing options. </p>
<p>Schools claim that when students come in uniforms, it improves discipline and leads to academic gains. The Bossier Parish School Board in Louisiana <a href="http://scholar.google.com/scholar_case?case=2919127089743016565&hl=en&as_sdt=6&as_vis=1&oi=scholarr">enacted a uniform policy</a> in 2001 in order to increase test scores and reduce disciplinary problems. </p>
<p>However, such mandatory policies that decide what students can or cannot wear to schools, have led to <a href="https://books.google.com/books?id=cLNmCgAAQBAJ&pg=PA64&lpg=PA64&dq=he+challenges+of+mandating+school+uniforms+in+the+public+schools:+Free+speech,+research,+and+policy&source=bl&ots=zT_TureF7R&sig=XKHg5bA0fQyD5-8gZ5DL3y9vW5s&hl=en&sa=X&ved=0ahUKEwikhr2-3NvJAhXLbD4KHU0_D64Q6AEIKTAC#v=onepage&q=he%20challenges%20of%20mandating%20school%20uniforms%20in%20the%20public%20schools%3A%20Free%20speech%2C%20research%2C%20and%20policy&f=false">free speech violations lawsuits</a>. Students allege such <a href="http://cola.unh.edu/sites/cola.unh.edu/files/departments/Education/pdf/cv/PolicyBrief_15-02_SchoolUniformsinNH_Public_Schools.pdf">policies are unconstitutional</a>, as they restrict their freedom of expression. </p>
<p>There have been nine lawsuits up to 2014. School districts have won almost all the cases, except one, where an appeals court <a href="http://articles.latimes.com/2014/feb/14/local/la-me-school-uniforms-20140215">found the uniform policy</a> of a Nevada school unconstitutional. The school required students to wear shirts emblazoned with the school motto, “Tomorrow’s Leaders,” which the court found to be a violation of students’ free speech rights. </p>
<p>In addition, students have protested in their schools as well.</p>
<p>An example of student and parental reaction to school uniforms is found in my home state of New Hampshire when Pinkerton Academy, a private secondary school, considered adopting a “uniform dress code” (a school uniform). </p>
<p>Students in an online protest <a href="https://www.change.org/petitions/pinkerton-academy-unified-dress-code-uniforms-stop-the-uniform-proposal">wrote</a>:</p>
<blockquote>
<p>[A school uniform] takes away individuality. Also, [it] will not change study habits of students. [It means] too much money [needs to be spent] for each child. Parents do not have that type of money, especially in this economy. We have the right to freedom of expression and would like to keep it that way.“ [And] "its [sic] my right to wake up in the morning and have my own unique individuality.” </p>
</blockquote>
<h2>Mixed impact of school uniforms</h2>
<p>A more important question is whether there is any evidence to show that mandatory uniform policies can lead to improved student outcomes. </p>
<p>Research shows mixed results: it’s true that some studies show a reduction in the incidence of misbehavior. But then, there are others that show an increase in student suspensions. A few others show no significant change in student misbehavior.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/105867/original/image-20151214-9540-ddxul1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/105867/original/image-20151214-9540-ddxul1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/105867/original/image-20151214-9540-ddxul1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/105867/original/image-20151214-9540-ddxul1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/105867/original/image-20151214-9540-ddxul1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/105867/original/image-20151214-9540-ddxul1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/105867/original/image-20151214-9540-ddxul1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Research shows mixed results of the impact of school uniforms on student behavior.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/s/school+uniform/search.html?page=4&thumb_size=mosaic&inline=254355235">Student image via www.shutterstock.com</a></span>
</figcaption>
</figure>
<p>For example, a <a href="http://www.utdallas.edu/research/tsp-erc/pdf/seminar_paper_imberman.pdf">2010 study</a> in a large urban school district in the Southwest found that asking students to wear uniforms did not result in any change in the number of suspensions for elementary school students. </p>
<p>In fact, middle and high school students experienced a significant increase in suspensions.</p>
<p>By contrast, a <a href="http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/253">2003 study</a> that used a large national data set concluded that elementary and middle schools with school uniforms had fewer student behavior problems. </p>
<p>But, again, it found that high schools had a greater frequency of misbehavior. </p>
<p>Interestingly, even when evidence is available, educators’ perceptions could be at odds with it. For example, a <a href="http://thescholarship.ecu.edu/handle/10342/2922">study of educators</a> in 38 North Carolina high schools found that 61% of the responding principals and assistant principals believed that there was a reduction in cases of misbehavior on campus when school uniforms were introduced. In reality, the data showed no change in incidents of crime, violence and suspensions.</p>
<p>Similarly, research on the efficacy of school uniforms on increasing student attendance and achievement is conflicted. For example, <a href="https://books.google.com/books?id=cLNmCgAAQBAJ&pg=PA112&lpg=PA112&dq=kathy+The+Relationship+of+School+Uniforms+to+Students%27+Achievement,+Attendance,+Discipline+Referrals+and+Perceptions:+An+Analysis+of+One+Urban+School+Distric&source=bl&ots=zT_Tus6z3P&sig=YD50yjdBQSd7PwmPzfEI68V1sk0&hl=en&sa=X&ved=0ahUKEwjJh_nF4dvJAhWFdz4KHS4NC64Q6AEIHjAA#v=onepage&q=kathy%20The%20Relationship%20of%20School%20Uniforms%20to%20Students'%20Achievement%2C%20Attendance%2C%20Discipline%20Referrals%20and%20Perceptions%3A%20An%20Analysis%20of%20One%20Urban%20School%20Distric&f=false">one study</a> concluded that school uniforms resulted in increased student achievement and increased attendance. </p>
<p>However, <a href="http://www.utdallas.edu/research/tsp-erc/pdf/seminar_paper_imberman.pdf">another study</a> found little impact on academics at all levels and little evidence of improvement in attendance for girls and drop in attendance for boys.</p>
<h2>Implications for policy</h2>
<p>So, what does lack of consistent research mean for policy?</p>
<p>In my view, it does not mean that schools should not implement such policies. It does mean, however, that educators must be clear about the goals that they hope to achieve with mandating school uniforms.</p>
<p>There is often a <a href="http://www.statisticbrain.com/school-uniform-statistics/">cost associated</a> with mandatory school uniform policies. Lawsuits and community reactions can take up scarce resources of time and money.</p>
<p>Decreased discipline problems, increased attendance and increased academic achievement may not be achieved just by wearing khaki and blue. But there may be other benefits, such as, it could help a school promote its brand through a uniform look. School uniform may also serve as symbol of commitment to academic achievement.</p>
<p>The point is that clarity of purpose and outcome is necessary before students don their uniform in the morning. </p>
<p>I believe school uniforms may be part of a broad array of programs and approaches that a school may adopt to bring change. However, as a standalone measure, it implies that schools are simply trying to find an easy fix for difficult and complex problems.</p>
<p>School uniforms alone cannot bring about a sustained or large-scale change.</p><img src="https://counter.theconversation.com/content/51553/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Todd A. DeMitchell does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Many schools claim that when students attend in uniforms, it improves discipline, and leads to academic gains. But does it?Todd A. DeMitchell, Professor of Education, and Professor of Justice Studies, University of New HampshireLicensed as Creative Commons – attribution, no derivatives.