School suspensions have long been a controversial topic in the education sector, with a new study shedding light on the negative impact they can have on students‘ future outcomes. The report, published by UK-based foundation Impetus, found that students who are suspended at least once from high school are twice as likely to be outside of education, employment, and training by the age of 24. This alarming statistic highlights the detrimental effects of school suspensions on young people’s lives.
In England, where the study was conducted, students who were suspended during their secondary years were also found to be less likely to achieve high-level results in their studies and had a higher likelihood of receiving unemployment benefits. The increase in suspensions in England’s schools, as reported by government statistics, is a cause for concern, especially in light of the rise in behavior problems following the pandemic.
Dr. Jamie Manolev, a research associate at the University of South Australia, has conducted research on school exclusionary practices and their impact on students. She notes that school suspensions increase the risk of student disengagement from school, leading to early dropout rates and a range of negative outcomes such as increased antisocial behavior, substance abuse, and homelessness. Additionally, students who are suspended once are more likely to be suspended again, further perpetuating a cycle of disengagement and academic underachievement.
The costs of using school suspensions and exclusions to manage student behavior are significant, not only for the students themselves but for society as a whole. Dr. Manolev emphasizes the need to reduce reliance on these punitive measures in favor of more effective and supportive approaches to behavior management.
However, not all experts agree on the impact of school suspensions on student outcomes. Some argue that there is not necessarily a direct causal relationship between suspension and delinquency, citing the need for restorative justice processes to address student behavior. Professor Linda Graham and Dr. Greg Ashman are among those who advocate for alternative approaches to discipline that focus on addressing the root causes of misbehavior rather than resorting to suspensions and expulsions.
Dr. Erin Leif, a Board Certified Behavior Analyst, highlights the importance of implementing proactive and preventative behavior support practices to address the underlying issues that lead to student suspensions. She emphasizes the need for schools to provide pathways to employment and future success for marginalized students who are at risk of exclusion.
Dr. Cindy Ann Smith, an Educational Psychology lecturer, echoes the sentiment that school suspensions are ineffective and often have the opposite effect of what is intended. Students who are suspended may return to school feeling disillusioned and angry, further exacerbating behavior issues.
In conclusion, the debate over school suspensions and their impact on student outcomes is ongoing. While some argue for the need to address the root causes of misbehavior and implement alternative disciplinary approaches, others emphasize the negative consequences of suspensions on students‘ future prospects. It is clear that more research and discussion are needed to find effective solutions to address behavior issues in schools and support the success of all students.