Suspend Children Pros And Cons

(a) This study examines out-of-school suspensions in the 9th grade and their effect on high school and post-secondary outcomes. This analyses also examines demographic disparities in school suspensions, their relationship to poverty and their contribution to high school graduation and post-secondary attainment gaps.

In the article “School Suspensions: Pros, Cons, and Ways to Improve”, it says a con is that the students don’t receive the days class work and will miss the lessons during class. Hearing someone explain something confusing and complicated will help them remember the correct way. All they get is a written explanation that can get confusing and they will end up doing the work wrong because they couldn’t get the right explanation of what to do. Even though most students do keep up with their work when they get suspensions, others think that it’s like a vacation from school and they don’t do their work on time or don’t do it correctly. The students’ education shouldn’t be affected even if they did break the rules, their lessons and classes are too important to miss that much

With a mission statement such as this, why would a school district continue to implement discipline to the students that harms the educational process? The answer is bureaucracy. School districts are a bureaucracy and they want to remain in power. Administrators, board members, and trustees stick together in hopes to preserve the bureaucracy. Regardless, out of school suspension is shown to be ineffective at remedying an insubordination student, used unfairly against minorities, and harmful to a student’s learning (Blomberg).

Out of school suspensions (OSS) are often enforced with the assumption that students receiving the suspension are less likely to repeat the problem behavior in the future. However, this has been proven to be false. Suspending a student for engaging in a certain behavior does not in fact serve as a deterrent from the behavior but as a deterrent from attending school instead. In actuality, receiving just a single suspension can increase the probability of a student experiencing academic failure, school dropout, and involvement in the juvenile justice system. Knowing this, some educators still believe that for many students, suspension can serve as an effective lesson. One of the greatest concerns that educators and administrators face is the matter of classroom management. It is part of their job to ensure a safe, productive and supportive classroom allowing students to learn and grow to their greatest potential. Though there are several strategies gauged towards managing a classroom, the most severe offences often lead to either in or out of school suspension. Some of the largest concerns faced with out of school suspensions is that they are often ineptly applied, used unfairly against students of color and seemingly ineffective at producing better behavior. Also known as exclusionary discipline, the majority of offenses that led to OSS have not been centered around violence but instead emphasised issues of classroom insubordination and defiance. In some rather extreme cases

School data suggests that the decision to suspend or excel a student depends on several factors including prior history of the student, particulars of the situation, and the teacher’s ability to manager classroom behavior (Skiba, 2003). However observations of classroom behavior show that the majority of students removed from urban classrooms were not primarily due to dangerous or major infractions of disciplinary policies and usually they weren’t even the worst offenders.

Schools that are low performing have the highest rates of suspension and expulsion and the lowest graduation rates. According to Mississippi Today, “the dropout rate for students fell slightly to 11.8 percent in 2016, the lowest in five years.” If I were to eliminate funding as a barrier, zero tolerance policies would still exist- especially in public school systems in the South, amidst people of color. Zero tolerance policies are obstacles put in place for small infractions performed by students, which can lead to disciplinary actions such as: corporal punishment, detention, and suspension. These small infractions may be in the form of getting up without permission, excessive talking, etc. Schools should offer more alternative measures, which counsel students on their misbehavior and give the student an opportunity to amend his or her actions. These methods fall under a restorative justice model. Community organizations, like Nollie Jenkins Family Center, have proposed alternatives such as peer mediation and conflict resolution to help keep youth in a learning environment, off the streets, and away from a life of crime. A case study performed by Philadelphia Police School Diversion Program, discovered that after counseling students for infraction their number of juvenile arrests and suspension “dropped by 54%.” This could potentially be a catalyst in bending the moral arc in the direction of justice,

Studies have also found a correlation between exclusionary discipline and (1) increased school avoidance, (2) decreased academic engagement, (3) an increased rate of dropouts, (4) increased behavioral problems, and (5) increased involvement with the juvenile justice system. School administrators have the right to want to develop a safe climate for their students and teachers and remove threats from their schools. However, serious threats from students are rare. Nearly 60 percent of the suspensions and expulsions administered in HPS in 2009-2010 were administered for school policy violations—a category that includes things like insubordination, profanity, sleeping in class, and truancy—not serious safety concerns like violence against others or weapons.

Do administrators of schools every see the child's? Does suspension increase dropout rates? Is there ever a since of justice for the child? Since schools first came to be they have always suspended students without questioning or reasoning in a comfortable environment.Although school suspension is way for the child to be isolated and think about what they have done, schools should get rid of school suspension because this makes the student feel as though there voice is being heard in the matter, since the student is in a more safe and cozy environment the student will reveal what happened, this will prevent higher dropout and school suspension rates.

As a major source of referrals to the juvenile justice system, eliminating the use of zero tolerance policies by public school administrators is a critical step in ameliorating detrimental effects on minority adolescents and in efforts to close the school-to-prison pipeline. Currently, research suggests zero tolerance policies are ineffective at increasing school safety and that suspending or expelling students puts them at higher risk for dropping out of school and committing delinquent acts [citation-Black]. Nonetheless, minor disciplinary problems should not involve law enforcement.

One of the causes for this problem is the zero tolerance policy in public schools. Since this rule was first started in the 1990’s it has lead to higher amounts of students being suspended from school. According to the US department of education the number of students suspended from school since 1974 went from 1.7 million to

Thousands of students each year worry about whether or not they will get into college and a suspension will most likely harm those chances. Suspension gets put on a student’s permanent disciplinary record and will follow him to every school he goes. Honors students can also become victims of strict zero-tolerance policies, even for minor infractions. A mark of bad conduct can easily mar a perfect GPA or test score. Everything a student has worked for can go to waste in the blink of an eye with a suspension slip. At the Sojourner Truth Academy in New Orleans, school officials suspended a group of teenage girls for singing too loudly in the cafeteria (Carr). The November 2011 incident left seniors wondering why they could not have received a lesser punishment like detention. Students are learning their lessons of misbehaving at too high a price. They gain an infamous record and lose valuable class time. Some schools do not allow suspended students to make up the work they missed, and students will go on without the grade and without learning the material. However, not all students view suspension as a bad thing, believing it to be a glorified extra school holiday. Children can slack off and grades begin to drop with more suspensions. If zero-tolerance policies are supposed to help and protect a student, then they are not working. These strict guidelines are not helping students be

Like I said before, kids who get suspended get less learning time than others. Overall about 42,237,135 million students that’s over about 72,000 schools

Suspensions hurt children by lowering academic achievement as well as widening the racial achievement gap between African American students and their peers. This is a growing topic across the country. Schools suspend students at a large cost to society as a whole. Every time a student is suspended for non- violent infractions they are being denied a learning opportunity (Townsend, 2000). It is the duty of educators to ensure that this does not happen. Suspensions can lower self- esteem, cause students to lose interest in school and drop out, and prevent students from participating in school sports, or clubs and many other negative scenarios. The goal of this report is to open educators’ eyes about the negative effects of suspensions on school children. It is said that, “Out-of-school suspensions is one of the most widely used disciplinary practices in American schools, with more than 3.3 million students suspended each year (Lee, Cornell, Gregory, & Fan, 2011, p. 166).

Students all over the country face the same “zero tolerance policy” as the students here.Students everywhere have heard about a fellow classmate being suspended for a ridiculous reason.Although suspension gets a student's attention suspension should be abolished in our school systems in order to improve dropout rates, improve student's GPA and improve the behavior of the students overall.

Based on the the practices presented by Allman and Slate including out-of-school suspension, in-school suspension, and disciplinary alternative education programs, I view the latter as the most effective way to handle student misconduct. Disciplinary alternative education programs offer students unique opportunities for "supervised counseling, social work intervention, and non-traditional schedules" that are not typically offered in conjunction with traditional disciplinary practices in the typical high school (Allman and Slate, 2011, p. 5). Students still receive instruction in all major academic content areas, and have a teacher present for guiding instruction and answering questions.