The Discipline of Exclusion, a Problem or a Solution?

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Suspending a student for her misbehavior does more harm than good, according to a study.

A daunting task for teachers and staff at every school is discipline. For years, institutions punish students for misconduct with suspension or expulsion, but does this really help?

Discipline practices of exclusion, that is, suspension and exclusion, operate under a behavioral situation model, that is, that the student changes to docile behavior through punishment. And although it may be convincing to some, if the student does not enjoy the school in the first place or his classmates, it is unlikely that he will change her behavior; it may even reinforce bad practices.

According to the study “Exclusionary School Discipline: Recommendations to Improve Outcomes” from the University of Wisconsin, author Clark Thielemann, these types of actions do not offer an effective intervention towards students’ behavior problems. They need a more preventive and positive approach, training students and staff to know how to resolve conflicts effectively and non-violently, and fostering good communication between parents, students, and teachers.

Until the 1960s in the United States, corporal punishment was an accepted method of discipline. Then, during the 1970s, it was up to each state to decide, and many of them choose to prohibit corporal punishment. Seeking how to discipline students effectively, the education sector turned to suspension and expulsion. In their struggle to discipline effectively, they created a widespread intolerance for petty crime and juvenile disobedience as they saw it to prevent serious crimes.

According to Thielemann’s study, around 97% of crimes committed at school fall into one of the following five categories:

Disrespect or insubordination
Fight
Disruptive behavior and disorderly conduct
Make threats
Petty theft

Although it started with good intentions, suspending and expelling creates an environment where what was previously considered normal adolescent behavior, like insubordination, is criminalized. Actions that could be viewed as acts of adolescent rebellion and be a learning opportunity for the student are considered a violation of student policies.

In addition to why it is important to identify and review which students are being suspended and expelled. According to statistics from the United States Civil Rights Commission, up to 95% of suspensions are for non-violent actions, such as disrupting the class, acting disrespectfully, being late, swearing, or violating the dress code. The data also shows that these policies disproportionately affect minorities. In Texas, the government surveyed one million high school students and found that black students were more likely than Latinos or whites to be disciplined for tardiness, leaving class early, dress code violations. And so on. However, all three groups commit crimes such as possession of drugs or weapons at similar rates. The investigation even found that nearly three-quarters of students who qualified for special education services were suspended or expelled at least once.

Additionally, exclusionary discipline often affects students who are less likely to have supervision at home. According to research by Jane G. Coggshall, David Osher, and Greta Colombi, those with single parents, are two to four times more likely than those with both parents at home. Having just one parent causes one of two things to happen when a student is suspended or expelled: that she has little or no supervision or that her guardian does not go to work to care for him, which can create financial problems.

Substituting expulsion and suspension

The study shows that this method can contribute to the very behaviors it is trying to correct. To improve behavior, Thielemann proposes eight suggestions instead of suspension or expulsion. She describes each one below:

Reduce the use of exclusion discipline

Exploring alternatives and eliminating exclusionary disciplinary practices is the first step to improving educational outcomes. Although there are cases where expulsion is necessary, this should be the last resort. If a student misbehaves, the first response should be to recognize that behavior as a symptom of what may be a bigger problem and use it as an opportunity to offer support, not stop.
Early identification and intervention

The learning environment must be aligned with the strengths and needs of the young person; he needs to feel safe, valued, and respected. A proactive approach is required where relationships are developed between the educator and the student so that behaviors that can provoke problem behaviors are identified. For example, truancy is often the first sign of trouble and the most powerful indicator of criminal behavior.
Positive behavior intervention and supports

Positive behavioral interventions and supports help establish a prosocial culture where expectations for behavior are set. Adopting this system seeks to develop a set of core values that everyone should adhere to. Once accepted, supportive behaviors are reinforced through positive recognition. Those students who behave contrary to those core values are taught appropriate behaviors to meet expectations.
Prevention and response to bullying

Harassment, or bullying, can cause short and long-term harm to people, so it is important to prevent it and create a safer and more connected school environment. School personnel should be trained in prevention and identification to know how to intervene when it occurs.
Conflict resolution and life skills training

Schools must adopt a curriculum that teaches students how to resolve conflict effectively and not violently or abusively. Most teachers and parents believe that it is the school’s responsibility to prepare students to join society, so it must be demanded that institutions train them in skills such as emotional intelligence to learn to regulate their feelings.
Connections and connectivity

The connection between a student and the adults involved in the school and the institution causes positive social bonds that support an inclusive environment and attachment, support, and good relationships. The ability to connect with educational staff is
positively associated with academic performance, motivation, and going to university, and if negative, it causes delinquency, social-emotional maladjustment, and dropout. Additionally, the school connection is associated with lower levels of substance abuse, violence, suicidal ideation, pregnancy, and emotional distress. Positive opportunities should be developed for youth to engage and connect with teachers and the community.
Mental health training and assessment

Increasing staff training on learning disabilities, minorities, and mental health issues is key as they are the most likely to be suspended or expelled. In addition, institutions need to have more professionals trained in mental health. It would help identify those who have misbehavior because they are adolescents and those who present criminal tendencies. By making this distinction, different types of interventions can be offered.
Education and response to trauma

Some students have been exposed to trauma such as being victims of abuse or neglect; these are more likely to be negatively affected by exclusionary discipline approaches and further contribute to feelings of isolation. The education system must teach resilience, and proper self-care to teachers and students as this helps cushion the aftermath of trauma and reinforces a sense of hope and optimism. That resilience can be individual factors such as a sense of control or self-control, a sense of relationship with others, and emotional reactivity.

The discipline of exclusion has failed to create a safe environment or control student behavior. While they appeared to be a quick response to replace the lack of corporal punishment, it has not been shown to be an effective way to control or improve student behavior. There are better alternatives to discipline problems that focus on prevention rather than punishment, encouraging positive behavior.

More than a solution, suspension and expulsion only leave questions like what happens when a child is removed from the classroom? And perhaps most importantly, what is done to ensure that student achievement and academic progress continue or improves outside of school?