Tiers 2 & 3 Intervention: Suspension

Authors

Scott Fluke, University of Nebraska-Lincoln
Natalie Hoff, University of Nebraska-Lincoln
Ana Cathcart, University of Nebraska-Lincoln
Reece L. Peterson, University of Nebraska-LincolnFollow

Document Type

Learning Object

Date of this Version

9-2015

Citation

Strategy brief

Building and Sustaining Student Engagement series (September 2015)

Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States

Abstract

Conclusion School suspension has been used for many years as a disciplinary consequence. Research has shown that Zero Tolerance Policies are associated with increasing use of suspension, often for minor violations such as tardiness, dress code infractions, and minor classroom misbehavior. Suspension has been shown to be relatively ineffective, failing to change student behavior, leading to future suspension, lower academic achievement, and eventual dropout. Moreover, suspension has been used disproportionately with minorities and students with disabilities. As a result a variety of efforts are underway to develop strategies to identify alternative disciplinary consequences, and to implement other procedures which have the potential to reduce the negative outcomes associated with the over use of suspension.

Use with caution! Suspension has negative outcomes.

See related Strategy Briefs: Discipline Recovery; Dropout Recovery; Expulsion; Individual Behavior Plans and Functional Assessment; In-school Suspension; Positive Behavior Interventions and Supports (PBIS); Punishment; Zero Tolerance.