Suspensions Doing Harm
Students in the UK who have been suspended in high school are twice as likely to not be involved in employment, higher education or training once they reach the age of 24.
Similar outcomes have been observed in Australia, with young people who are suspended at least once from high school being twice as likely to be outside of education, employment and training by the age of 24.
A report, which was published by UK-based foundation Impetus, found that students in England who were suspended during their secondary years were also less likely to achieve high-level results in their studies, as well as having a higher likelihood of receiving unemployment benefits.
Leading researchers in student behaviour around Australia agree that school suspensions serve as a detriment not only to potential future student outcomes, but serve to exacerbate inequalities for marginalised students and cause more harm than good for struggling students.
Dr Jamie Manolev (University of South Australia) says "Reducing our reliance on school suspensions serves not only the interests of students but society as a whole."
Dr Manolev researches the platformisation and datafication of education, and school discipline, including in particular, school exclusionary practices.
"We know from research conducted in Australia, that school suspensions increase the risk of student disengagement from school, including dropping out early, which coincides with findings from the UK report."
Exclusions have been associated with a range of negative outcomes and impacts, including increased future antisocial behaviour, increased use of alcohol, drugs and tobacco, increased likelihood of committing an offence as well as higher potential for homelessness.
"In addition, those who are suspended once have an increased chance of being suspended again, as well as higtened levels of disengagement with schooling and education, lower levels of academic attainment and achievement, as well as an increased likelihood of dropping out of school or not completing year 12.
"On parents and families, this can lead to increased parental stress, reducing current and future work opportunities and harmding income-earling potential of an individual,” Manolev says.
"As this report indicates, the costs of using school suspensions and exclusions to manage student behaviour are significant, therefore, reducing our reliance on them serves not only the interests of students but society as a whole."
A Board Certified Behaviour Analyst, Dr Erin Leif (Monash University) says, "Schools must understand why students display behaviours that put them at risk for suspension and implement proactive and preventative behaviour support practices."
"These suspensions often exacerbate existing inequities, particularly for marginalised students, and may increase their risk of involvement with the justice system.
"To address this, schools must understand why students display behaviours that put them at risk for suspension and implement proactive and preventative behaviour support practices within a multi-tiered system of support.
"Additionally, enhancing pathways to employment through career and technical education, work-based learning opportunities, and re-engagement programs can help these students build the skills and connections needed for future success."
Former Special Education Teacher Dr Cindy Ann Smith who is now at Curtin University thinks, "Students on suspension return to school more disillusioned and angry at being excluded. There is ample research which shows that suspension of children from school is ineffective, and often has the opposite to the desired effect.
"While students are on suspension, they are often left unattended (their parents are at work), and they receive no instruction or support to change their behaviour. They return to school more disillusioned and angry at being excluded.
"At FACES, Inc, (an organisation which supports children with autism), we do not suspend students. We assume that if a child is not exhibiting appropriate behaviour they do not have the skills they need - therefore we teach, not punish."