Are School Suspensions More Harmful Than Helpful? A Deeper Look

Aria Freeman

5 min read

Post on May 03, 2025

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The Negative Impacts of School Suspensions

School suspension, while seemingly a straightforward disciplinary measure, carries a heavy weight of negative consequences for students. Its impact extends far beyond the immediate days missed from class, affecting academic progress, social-emotional development, and future opportunities.

Academic Consequences

The most immediate consequence of suspension is increased absenteeism. Missing classes inevitably leads to falling behind in coursework, creating a cycle of academic frustration and disengagement. Students struggling to catch up may experience increased stress and anxiety, further impacting their learning. This is particularly true for students with pre-existing academic challenges. Studies have consistently shown a strong negative correlation between suspension rates and academic achievement:

• Study 1: A 2019 study by the National Education Association found that students with multiple suspensions were significantly more likely to drop out of high school.
• Study 2: Research published in the Journal of Educational Psychology demonstrated a direct link between suspension and lower standardized test scores.
• Study 3: A longitudinal study tracked students suspended in elementary school and found a significantly higher rate of grade repetition and lower GPA throughout their academic careers.

Social and Emotional Effects

Beyond the academic realm, suspension significantly impacts a student's social and emotional well-being. The feeling of isolation and alienation from peers and teachers can be profound, leading to increased anger, resentment, and a damaged sense of self-worth. Suspended students are often more likely to experience:

• Increased feelings of isolation and loneliness.
• A diminished sense of belonging within the school community.
• Higher rates of depression and anxiety.
• A greater risk of engaging in risky behaviors, including substance abuse and delinquency.

Research consistently links school suspension to increased mental health issues and a greater propensity for future behavioral problems. The punitive nature of suspension can actually escalate negative behaviors rather than mitigating them.

The School-to-Prison Pipeline

Perhaps the most concerning consequence of widespread school suspensions is its contribution to the school-to-prison pipeline. Suspensions disproportionately affect marginalized groups, particularly students of color and students from low-income backgrounds. This disparity highlights systemic biases within school disciplinary systems. The cycle of suspension, often followed by involvement with the juvenile justice system, perpetuates inequality and limits opportunities for these students.

• Statistic 1: Students of color are suspended at significantly higher rates than their white peers, despite often exhibiting similar behavioral infractions.
• Statistic 2: Schools in low-income areas frequently have higher suspension rates, reflecting a correlation between socioeconomic status and disciplinary practices.

This alarming trend underscores the urgent need for alternative disciplinary approaches that address the root causes of misbehavior rather than resorting to exclusionary practices.

Alternatives to Suspension: Restorative Justice and Positive Behavioral Interventions

The negative consequences of school suspension highlight the need for effective alternatives. Restorative justice and Positive Behavioral Interventions and Supports (PBIS) offer promising solutions.

Restorative Justice Practices

Restorative justice focuses on repairing harm caused by misbehavior through dialogue, accountability, and reconciliation. Rather than punishment, it emphasizes understanding the impact of actions and making amends. Examples include:

• Peer mediation: Students work together to resolve conflicts peacefully.
• Restorative conferences: Involving all parties affected by misbehavior to create a plan for repairing harm.
• Circle processes: Structured discussions to build community and address conflict constructively.

Research shows that restorative justice practices significantly improve school climate, reduce disciplinary incidents, and enhance student engagement.

Positive Behavioral Interventions and Supports (PBIS)

PBIS is a proactive, data-driven approach to behavior management. It focuses on creating a positive school culture where appropriate behavior is the norm, rather than reacting to misbehavior after it occurs. Key components include:

• Clearly defined expectations: Students understand what is expected of them.
• Positive reinforcement: Good behavior is acknowledged and rewarded.
• Functional behavior assessments: Understanding the reasons behind misbehavior to address underlying issues.
• Tiered support system: Providing individualized support for students who need it.

Studies consistently demonstrate that schools implementing PBIS experience significant reductions in suspension rates and improved overall school climate.

The Role of Systemic Factors in School Discipline

Addressing the problem of excessive suspensions requires understanding the systemic factors that contribute to its prevalence.

Socioeconomic Disparities

Poverty and lack of resources often play a significant role in higher suspension rates. Schools in low-income communities may lack adequate funding for support staff, counselors, and specialized programs that address the needs of students struggling with behavioral or emotional challenges. This leads to reliance on suspension as a default disciplinary method.

Implicit Bias in Discipline

Unconscious biases can significantly influence disciplinary decisions. Teachers may unconsciously react differently to similar behaviors exhibited by students from different racial or socioeconomic backgrounds. Addressing implicit bias requires ongoing training and awareness-building for school staff. Strategies include:

• Implicit bias training: Educating staff on the nature and impact of unconscious biases.
• Data-driven analysis of disciplinary practices: Identifying and addressing disparities in suspension rates.
• Promoting culturally responsive disciplinary approaches: Tailoring disciplinary methods to the unique needs of diverse student populations.

Conclusion

The evidence strongly suggests that school suspensions are far more detrimental than beneficial to students' well-being and academic success. The negative impacts on academic performance, social-emotional development, and future prospects are substantial, particularly for marginalized groups. Restorative justice and PBIS offer powerful alternatives, promoting positive school climates and reducing the need for exclusionary disciplinary practices. Let's move beyond the harmful practice of school suspensions and embrace restorative justice and positive behavioral interventions to create safer, more supportive schools for all children. To learn more about effective alternatives to school suspensions, continue your research into restorative justice and PBIS programs.