# Consequences of Getting Suspended from School 3 Times

- Canonical: https://33rdsquare.com/consequences-of-getting-suspended-from-school-3-times/
- Published: 2024-05-18
- Author: Charlene Farwell
- Categories: [School](https://33rdsquare.com/category/education/school/)

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As a Higher Education Reform Expert with over 15 years of experience, I analyze disciplinary trends and effectiveness extensively. In my research, suspending students even once risks impeding their academics. By the third suspension, the likelihood of eventually graduating drops precipitously.

Let‘s thoroughly explore common outcomes facing students suspended multiple times from K-12 schools. I will also detail promising reform models providing evidence-based alternative practices.

## The Frequency of School Suspensions

School suspensions remain far too common across K-12 education. According to [1]Civil Rights Data, over 2 million public school students got suspended during the 2015-2016 academic year. Among suspensions where race was reported, black students face the highest rates across demographics.

| Demographic | Suspension Rate |
| --- | --- |
| Black Students | 7.6% |
| White Students | 2.3% |
| Hispanic/Latinx Students | 3.3% |

These high numbers mean many students face suspension 3 times or more well before graduation. Let‘s analyze the escalating consequences of multiple suspensions.

## Overview of Typical School Disciplinary Policies

As covered previously, common responses to a third student suspension include:

- Disciplinary probation and hearings
- Referral to alternative schools
- Suspension pending investigation on severe matters
- Eventual threat of expulsion

However, schools still have wide discretion on handling chronic behavior violations. This means policies and outcomes vary widely nationwide.

## State-by-State Differences in Addressing Multiple Suspensions

Disciplinary regulations differ significantly depending on states, districts, and even individual school administrations. Some key factors impacting approaches include:

- Local cultural attitudes toward discipline
- School district resources and capacity
- Access to counseling, mentoring and support programs
- Existence of alternative schools for behavioral accommodation
- Reporting requirements and involvement with law enforcement
- Legality of punitive responses like corporal punishment

For example, Louisiana only recently banned [2]paddling in public schools compared to states discontinuing corporal punishment decades ago. However, 21 states still permit this controversial disciplinary tactic. Variations like these change what consequences students face regionally.

Understanding state and local contexts remains vital for evaluating appropriate responses to multiple suspensions. National policy movements also influence changing perspectives over time.

## Emergence of Reform Models

In recent years, escalating concerns over detrimental impacts from excessive suspensions fuel education reform efforts. Research now supports replacing zero tolerance exclusions with social-emotional interventions centering equity and inclusion.

As a reform expert, I advocate for evidence-based alternative practices to traditional discipline. Let‘s analyze some flagship approaches changing how schools handle multiple suspensions nationwide:

### Restorative Justice Programs

The non-profit [3]Advancement Project supports implementing restorative justice models preventing suspensions through reconciliation. These programs focus on repairing interpersonal and community relationships damaged by misconduct.

Students participate in facilitated mediation with victims embracing accountability. This builds empathy while identifying root causes for behavioral incidents.

Initial evidence shows restorative programs foster positive school climates decreasing repeat suspensions over punishments. However, critics argue more research still needed on consistency and efficacy long-term.

### Implicit Bias and Culturally Responsive Training

Culturally responsive programs like [4]CRPBIS train teachers and administrators to recognize and mitigate implicit biases influencing perceptions of misbehavior. Workshops also help schools accommodate cultural learning differences combatting disproportionate discipline.

While still evolving, these efforts establish critical foundations for equitably addressing multiple suspensions among marginalized student groups. Data transparency and progress tracking remains vital for lasting change.

### Social-Emotional Learning Curriculums

Embedding social-emotional skill building into academic lessons constitutes another research-backed reform gaining traction. SEL focused curriculums teach students to process emotions, resolve conflicts, and manage stress in prosocial ways.

School districts investing in quality SEL programming see reduced behavioral incidents and improved learning climates over time. However, securing adequate resources and staff buy-in persists as common implementation barriers nationwide.

This snapshot of emerging disciplinary models demonstrates a shift in addressing multiple suspensions through support over punishment. However, no universal solution exists yet fitting all school contexts.

Later in this guide we will outline key action steps schools, parents and students can take to get on track after multiple suspensions despite regional variations. But first, let‘s detail the troubling academic impacts disciplinary exclusions frequently incur long-term.

## Lasting Academic Consequences

**_Beyond immediate punishments, data shows getting suspended 3+ times causes lasting educational damage with compounded impacts over years:_**

### Struggling to Graduate

A [5]2013 study in Texas tracked graduation outcomes for students facing multiple suspensions in 9th grade. Findings showed only 16% of students suspended 3 times went on to graduate within 4 years. Suspending students even once decreased graduation likelihood by 20 percent.

These statistics exemplify the academic barriers created through repeatedly excluding students from classrooms. Multiple suspensions often permanently push students off-track for graduation through disengagement.

![Graduation outcomes by frequency of 9th grade suspensions](https://33rdsquare.com/grad_outcomes.png)

### Grade Deficiencies and Damage

In addition to disengagement, missing accumulated instructional time from suspensions also directly prevents learning. Students struggle catching up when out of school repeatedly.

As seen below, data analyzed by the [6]UCLA Civil Rights Project shows students suspended just once average a GPA .71 points lower than peers after 3 years. This gap widens further with additional suspensions.

| Suspension Frequency | Average GPA After 3 Years |
| --- | --- |
| 0 Suspensions | 3.07 |
| 1 Suspension | 2.36 |
| 2+ Suspensions | 1.98 |

Without interventions, escaping low achievement cycles proves extremely difficult post-suspension. Let‘s explore why.

### Entrenchment in Juvenile Justice Systems

For students demonstrating recurring behavioral extremes or violence, suspensions often constitute initial contacts with juvenile justice authorities. Data shows [7]over 30% of school districts refer suspended students to law enforcement. This escalates school infractions into criminal charges for thousands annually.

Once involved with juvenile courts, avoiding further contacts with the justice system grows much harder. Detention facilities also notoriously lack adequate educational services. Overall, suspensions dramatically raise future incarceration risks that severely threaten graduation and life outcomes.

## The Root Causes Behind Problematic Behavior

Underlying many disciplinary issues are unmet student social, emotional and psychological needs. Let‘s analyze frequently overlooked root causes behind behavioral manifestations:

### Trauma and Adverse Childhood Experiences

Youth experiencing traumas like neglect, household dysfunction, violence, etc. often express related distress through misbehavior at school. Studies like the CDC‘s [8]ACE Questionnaires show strong correlations between adverse childhood events, emotional dysregulation and suspension risks.

Yet schools frequently overlook trauma backgrounds when doling out punishments. Exclusionary discipline merely aggravates trauma responses without treating root causes.

### Undiagnosed Disabilities and Exceptionalities

Many students demonstrating challenging behaviors have undiagnosed learning, emotional, or developmental disabilities. Conditions like autism or ADHD often manifest through symptoms misconstrued as willful defiance or disobedience.

Disabled students get suspended at higher rates than peers without proper supports. Advocates argue for increased screening and accommodations preventing the criminalization of disabilities in schools.

### Unconscious Bias and Cultural Divide

Well-documented racial and gender biases influence how educators perceive and discipline students. Non-violent behaviors by students of color or boys commonly draw harsher punishments compared to White or female peers.

Cultural divides between school staff and marginalized communities frequently breed misunderstanding. Ongoing discrimination also erodes student engagement and trust in institutional authorities.

**_In essence, punitive responses overlook how external and internal stressors frequently generate acting out. Blanket punishments without examining root causes or student realities cannot resolve these complex forces._** Let‘s explore alternative disciplinary paradigms addressing the actual needs students present.

## A Path Forward: Grounding Schools in Educational Psychology

As a reform expert, I believe shifting disciplinary frameworks requires grounding school policies in educational psychology research on child development.

All humans learn through making mistakes. Students especially need opportunities correcting errors without facing permanent societal exclusion or stigma.

Let‘s analyze alternative paradigms rooted in reconciliatory and rehabilitative growth models:

### View Infractions as Learning Opportunities

When students violate rules, framed appropriately, they provide learning opportunities for the whole community. Disciplinary incidents signal chances strengthening bonds through collective problem solving.

Facilitated dialogues post-infractions allow listening to harmed parties while guiding rule breakers towards empathy. Keeping students integrated in the school community requires creative collaboration, not isolation.

### Focus on Relationships Not Compliance

Security and connection constitute fundamental human needs. Positive student-teacher relationships centering trust and support meet these needs far better than coercive compliance ever could.

Reform means schools fostering a sense of belonging for all students. Maintaining engagement and participation requires policies securing inclusion, not threatening exclusion after basic mistakes.

### Respond to Harm With Healing

Misbehavior causing interpersonal or community harm deserves remedy through collective healing. Transformative disciplinary processes teach accountability by having offenders actively repair damage done.

Restoring justice after harm models principled, ethical behaviors benefitting society in sustainable ways. Punitive responses lacking reconciliation or redemption cannot facilitate meaningful growth.

**_Schools adopting these psycho-educational principles will suspend students less by design._** Shifting disciplinary thinking requires ongoing critical reflection and courage challenging normative assumptions.

Let‘s conclude by outlining actionable guidance around avoiding additional suspensions post-accumulating three already.

## Recommended Next Steps After Multiple Suspensions

Students, parents and schools all play critical roles moving forward positively after chronic disciplinary incidents as covered below:

**_For Students Facing Multiple Suspensions Already:_**

- **Be Proactive:** Meet with administrators to signal strong intentions improving your behavior. Sign behavioral contracts or agreements actively demonstrating your dedication going forward.
- **Seek Help:** Utilize counselors, mentors, tutors and other support staff assisting with any personal, academic or social challenges negatively impacting your conduct or engagement.
- **Stay Focused:** Commit to only making choices keeping you in school no matter what difficulties arise. Graduation constitutes the ultimate goal – do not lose sight of this through further missteps.

**_For Parents of Students Facing Multiple Suspensions Already:_**

- **Communicate Concerns:** Develop open dialogues with teachers and principals about getting your child back on track behaviorally and academically. Be involved.
- **Access Available Resources:** Inquire about any available school interventions like counseling, academic supports, externally referred services etc. that could help your suspended child.
- **Develop Improvement Plans:** Collaborate with administrators on concrete improvement plans holding your child accountable through realistic, daily progress tracking. Provide encouragement!

**_For Schools Serving Students Facing Multiple Suspensions:_**

- **Review Discipline Policies:** Analyze current suspension rates and disproportionalities among marginalized groups. Critically reflect on effectiveness and equity present in procedures.
- **Improve Staff Training:** Invest in modern teacher trainings on cultural competency, implicit bias recognition, trauma informed instruction, restorative communication and evidence-based classroom management.
- **Fund Support Services:** Grant adequate funding/resources for school counselors, intervention specialists, mentoring initiatives, external partnerships and other programming keeping struggling students engaged on campus.

With cooperation and grit, students can still succeed after multiple suspensions. But reversing exclusionary trajectories requires proactivity and courage challenging the status quo from all institutional actors.

## Final Takeaways

Getting suspended from school repeatedly hurts students, especially those already facing adversities like poverty, discrimination or trauma.

However, continuing exclusionary practices without reconciliation or healing fails from a psycho-educational perspective. All disciplinary incidents provide opportunities for growth if framed appropriately.

Collective reform embracing restorative models alongside inclusive, equitable school cultures promises lasting positive change. When grounded in sound educational psychology, suspending students less by design fully aligns with core learning objectives privileging relationships over compliance.

There is no quick fix, but an enduring commitment rethinking disciplinary assumptions will benefit generations of students to come.

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Source: [Consequences of Getting Suspended from School 3 Times](https://33rdsquare.com/consequences-of-getting-suspended-from-school-3-times/)