Suspending Students

(a) With the growing amount of literature uncovering the racial disparities in school disciplinary practices, this study wanted to delve further and explore factors that contribute to the racial disparities of school suspensions specifically concerning Black students, and examined elementary age children and elementary teachers to perhaps determine a genesis of this discrepancy. The student’s overall level of behavior problems, characteristics of the classroom (i.e., overall level of disruption), and the teacher’s ethnicity were considered as potential factors that may contribute to the overrepresentation of Black students.

According to information obtained in Detroit Free Press Michigan has data showing that Michigan suspends at least a thousand students in the state each year (Higgins, Tanner, 2016). Last school year, Michigan alone had suspended more than 1,300 students (Higgins, Tanner, 2016). Suspensions for schools have a distinct meaning. It the forced action of taking a student out of educational premises for an agreed upon time because of inappropriate action of the student (Department of Education, 2016). Each school has its own written code of conduct for discipline. The court case San Antonio v. Rodriguez says education in the United States is a right (Black, 2015). An examination of the due process requirements afforded students in short and long-term

Racial disparities in school discipline have garnered recent attention in national reports issued by the U.S. Department of Education and Justice (U.S. Department of Education, 2014; Gregory, Hafen, Ruzek, Mikami, Allen, & Pianta, 2016). Suspension rates Black students are two to three times higher than those from other racial and ethnic groups. Various research has documented that Black students remain overrepresented in school discipline sanctions after accounting for their achievement, socioeconomic status, and teacher- and self-reported behavior (Gregory et al, 2016). There is a difference as to the reasons why White students are sent to the office versus Black students. Black students are sent to the office for subjective reasons such as “disrespect” and “perceived threat”, while White students are more than likely to be referred for more objective reasons including, smoking, vandalism, and leaving school without permission. (Gregory, et al, 2016). African Americans and especially African American boys, are more likely to be disciplined and often receive more out-of-school suspensions and expulsions than white students (Todd Rudd, 2014). Suspending students is taking away time from them being in the classroom. Students who receive suspensions, lose instructional time, fall behind on course work, become discouraged, and ultimately drop out…recent research has shown each suspension a student receives can decrease their odds for high graduation by any

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.

Has your child ever been suspended? Ever been friends with a kid who has been supended? If so you most likely know, it has no good affect. Schools have been suspending students seemingly forever, and it makes sense. It’s simple, cheap, and easy, whereas lunch or after-school detention can be problematic and difficult, and alternative options require money the school simply does not want to spend. Although students will not be able to see their friends everyday, and may feel left out from school activities, suspension is an ineffective punishment because students see it as a vacation, it increases dropout rate, and it makes students more hostile, or problematic.

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

Whenever a student does something mischievous a vast majority of the time they are immediately suspended. However, the student should not be punished immediately. The article “School suspensions don’t work. It’s time for something better” states that a young girl was

When a student gets suspended it is usually because, a teacher did not want to deal with the problem the student had caused. So instead of handling this problem they kick that student out of school for a few days. If teachers were to actually deal with the problem and find out why the student had caused it then maybe the student would not become a problem again. People who like suspension will say that it helps that child know what they did wrong but, it really does not. Do you think the child goes home, sits and cries about what they did wrong? I doubt it. We do not want to create anymore enemies for the children than they are already going to get so we should not use suspension as a

Students suspensions for minor infractions and kids often do not show up after being suspended

Does suspension help students? Why are suspensions still used today? Is there a better alternative to suspensions? Many parents and teachers believe that school suspensions are the best and most efficient punishment because of the cheapness and easiness of suspending a student. Although suspensions have some pros, the restorative system has more effective ways of resolving the problem, proven by many schools. Restorative Justice, or the Restorative system, is a better way of resolving a problem, it handles the problems by letting the offender know what he did wrong, repairing the damage done, and engaging in nonjudgmental discussion.

For many years schools have been punishing misbehaving students by suspending them. But does it actually help? During the 1960’s and 70’s schools found that there was an increase in fighting, possibly due to desegregation. And because of this suspensions increased dramatically. Even though suspensions have been used for a long time, Schools should not use suspensions because students who have been suspended have a greater chance of dropping out, children already want to go home, and there are better ways to punish a student.

Does it really work? How is this effective? What's the point in it? Schools suspend students without letting them give an explanation for their actions. Some suspensions contribute to students who will eventually decide to drop out. Suspensions don’t help but can lead to bad things for the student. Educators shouldn’t suspend students without getting an explanation of the whole situation. Children will not take responsibility for their actions and continue to have disciplinary issues, miss their assignments and do not take responsibility for their conduct, and most schools don’t even let students explain why took action in the situation.

While they say that removing children is necessary for learning, the children who are affected also need to learn. Academic rates are what schools need to be successful, as the majority of schools are judged on their safety and academic rates. Suspending them not only takes them out of school, it depletes the academic rate of the student and could put them at risk of possibly failing their grade or being eligible for college. If a student decides that they are interested in dropping out, it could be harder for them to come back, if they wish to get back into their primary education. It also costs money to acquire a GED, the alternative for a High School Diploma, which is free for anyone to acquire when someone finishes and graduates from primary

Do school suspensions work? Do they teach the students how to act differently? Do students take their punishment seriously? School suspensions are happening non-stop since recent events involving school safety. A school suspension is a punishment received for doing something illegal, or threatening or dangerous in school or about school. They can be from 5 days to 45 days of no school. And they haunt you for the rest of your school life. Although schools think these types of punishments work, they actually don’t, and here’s why. School suspensions don’t work because it makes students want to get in trouble to miss school, it gets them behind in their school work, and they usually don’t learn from their mistakes.