Is it Time to Rethink Exclusionary Discipline in Schools?

Exclusionary discipline, which encompasses practices like in-school suspension, out-of-school suspension, and expulsion, has long been a default method of managing student behavior in schools. However, mounting evidence suggests that these approaches are not only ineffective but also detrimental to the well-being and academic success of students. Students subjected to these disciplinary practices are at an increased risk for school disengagement, poor academic outcomes, lower attendance rates, dropout, and involvement with the juvenile justice system.

Furthermore, years of data demonstrate that exclusionary discipline practices are inequitable, disproportionately affecting marginalized students, including those from low-income backgrounds and students of color. Students with disabilities are also disproportionately impacted. Often, these suspensions are for minor infractions (e.g., tardiness, dress code violations, class disruptions) rather than seriously violent or criminal behavior.

Consider Function Based Intervention

It’s becoming increasingly clear that addressing misbehavior requires a more nuanced approach, one that considers the function of the target behavior and matches consequences accordingly. Function-based approaches emphasize proactive and preventative strategies, emphasizing the importance of identifying the function (or purpose) behind the behavior and addressing it through targeted interventions, all with the goal of promoting a positive and supportive learning environment for all students.

Common functions of behavior include:

• Attention
• Escape or avoidance
• Obtaining a desired item
• Sensory stimulation

Through a functional assessment of a student’s behavior, educators can implement more effective strategies to address the root cause.

For instance, consider the case of Johnny, an elementary student who excels in mathematics but struggles with language arts. His teacher introduces a new lesson on Understanding Story Elements. Around this time each day, Johnny begins acting out, making inappropriate noises, teasing other children, and falling out of his chair. A small group of his peers usually giggle at his antics. His teacher decides that Johnny needs to speak to the school principal about his misbehavior and sends him to the office.

It’s possible that Johnny enjoys the reaction he receives from his peers, and this attention reinforces his behavior. Alternatively, Johnny may be struggling with the new content, and his behavior serves the purpose of escape or avoidance. When Johnny is sent to the office, attention is removed, and he can no longer feed off the reaction from his peers. If Johnny’s need for attention is driving his behavior, this consequence might be effective, resulting in a decrease in this behavior in the future. However, sending Johnny to the principal also allows him to escape from a difficult task. If the primary function of his behavior was to escape or avoid language arts, then he has been successful. In such a case, Johnny is likely to repeat this behavior when faced with difficult work. Considering an escape function, sending Johnny to the principal has been an ineffective consequence, resulting in an increase in this behavior in the future.

Alternatives to Exclusionary Discipline

When we take the time to understand what behavior is communicating, we can implement interventions that are tailored specifically to address that need. These may include:

Teaching replacement behaviors

Providing alternative and more appropriate ways for students to meet their needs or achieve their goals. In the case of Johnny, he might need extra support learning how to ask for help or request a break when confronted with work that feels too challenging.

Modifying the environment

Making changes to the classroom set-up or routine to reduce triggers for problem behavior and promote positive behavior. Perhaps Johnny needs to sit closer to the teacher’s desk so it is easier for him to ask for help. Maybe Johnny needs a movement break right before language arts begins. Does he need the task presented to him in smaller chunks?

Providing supports

Offering additional support or resources to help students succeed, such as academic assistance or social-emotional learning programs. Maybe Johnny needs to receive extra instruction in language arts, or participate in a social skills group to address his teasing of other students.

Implementing behavior plans

Developing an individualized behavior plan that outlines specific strategies and supports that address a target behavior and promote positive alternative behaviors. How will Johnny be reinforced for demonstrating on-track behaviors? What will our consistent response be (across our entire team) when he begins engaging in these behaviors?

Let’s Close the Discipline Gap

The nuanced approach of tailoring consequences to match the function of behavior is complex. We must provide teachers with the support, training, and assistance they need to understand and respond to the behaviors of diverse learners. In doing so, we can develop safer and healthier school climates. By reducing the use of exclusionary discipline, we can be responsive to the needs of all students and close the discipline gap that disproportionately harms marginalized students in the United States.