An Alternative to the Alternative: Counteracting Unintended Consequences to School Disciplinary Practices

Georgia’s 2019 K-12 Disciplinary Dashboard shows that 9th grade African American male students have the greatest number of disciplinary incidents and receive the greatest number of disciplinary consequences compared to any other grade level in the state. Dating back to the 1970’s, student suspensions were enacted as a corrective measure to dissuade students from engaging in disruptive behaviors while at school. However recent research indicates that school suspensions are ineffective and often lead to a host of negative unintended consequences (Christie, Nelson, & Jolivette, 2004). A 2017-2018 report from the Office of Civil Rights shows that African American males received both in-school suspensions and out-of-school suspensions at rates more than three times their share of total student enrollment, the largest disparity across all races, ethnicity, and gender groupings. Unfortunately, exclusionary disciplinary practices have exacerbated the problem with suspended students being more likely to drop out of school. Efforts to improve educational outcomes may yield significant benefits to students, schools, and society (Belfield, & Levin, 2007). This proposed study seeks to review alternatives to school suspensions. Implications of the study exist for K-12 schools