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Alternatives to Suspension and Expulsion

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Alternatives to Suspension and Expulsion Alternatives to Suspension and Expulsion • Youth who are suspended or expelled are at a greater risk for academic failure, school drop-out, and incarceration (Sundius & Farneth, 2008). • The use of suspensions and expulsions may propel some students who Defining Zero Tolerance, already display antisocial behavior to delinquency by placing them in Suspension, and Expulsion situations where there is little or no parental supervision and in increased likelihood of socializing with other peers with similar behaviors Zero tolerance was originally (NASP, 2008). defined as consistently enforced suspension and expulsion poli- • Schools with higher rates of suspension tend to demonstrate lower academic cies in response to weapons, quality, pay little attention to school climate, and receive poor ratings on drugs, and violence in the school school governance measures (Skiba & Sprague, 2008). setting. Over time, however, the • Exclusionary discipline measures are inequitably used. Students who are concept of zero tolerance has male, who are African-American, or who have disabilities are suspended at grown to refer to policies that a much higher rate than are other students (Sundius & Farneth, 2008). require typically harsh predeter- mined consequences, such as Despite their wide-spread use, disciplinary exclusions are largely ineffective suspension and expulsion, for a in reducing problem behaviors. Research shows that the rate of students wide variety of rule violations who have been suspended on multiple occasions ranges between 35 and including tardiness and truancy, 42 percent of all students. This suggests that suspensions do not serve as a disruptive behavior, noncompli- deterrent for misbehavior. In fact, suspensions may reinforce the use of prob- ance, and insubordination (NASP, lem behaviors for students who wish to escape or avoid school (Sundius & Farneth, 2008). Many school administrators use exclusionary disciplinary 2008; Skiba & Sprague, 2008). measures not because they wish to remove students from the opportunities Suspension “refers to the to learn, but because they need to do something and they don’t know what relatively short-term removal else to do (Skiba & Sprague, 2008). of students from school for a Implementing Alternative Consequence Strategies disciplinary infraction” (Skiba & Sprague, 2008). Many schools use alternatives to suspension and expulsion that include administrative detentions and Saturday school. According to Peterson (2006), Expulsion “…refers to the pro- administrative teams – especially those that involve a larger school-wide team cedural removal of a student, – can identify creative alternatives for exclusionary discipline procedures. for a longer period of time, typi- When these alternatives are based on the culture of the school, it is more likely cally involving a decision by the that they will have support of the teachers, staff, students, and parents. All the superintendent and the school alternatives should be within the framework of moving away from punishment board” (Skiba & Sprague, 2008). and meeting students’ behavioral needs. The use of one alternative alone will not be helpful; however, there is value when a variety are implemented based on students’ needs (Peterson, 2006). The following examples, based on the work of Reece Peterson, offer alterna- tives a school might choose to incorporate. This is not an all-inclusive list. Schools may generate a larger list from which to select alternatives. However, all of the options should emphasize supporting and meeting students’ behaviors DEPARTMENT OF EDUCATION and needs. Implementing a variety of strategies is the most effective way to pro- vide the best outcomes (Peterson, 2006). Ten Examples of Alternative Disciplinary teachers, students, and parents; behavior charts; and Consequences (Peterson, 2006) student feedback sessions about behavior. These strategies result in positive feedback from teachers • Mini Courses. Schools develop short, stand-alone and parents when appropriate behavior occurs. These units or modules on topics related to various types strategies also result in opportunities to reinforce of inappropriate behavior. Module activities may appropriate behavior. Eventually students use self- include readings, videos, workbook tasks, tests, monitoring techniques to maintain the learning. and oral reports. The modules are designed to teach awareness, knowledge, or skills about targeted areas • Restitution. Students are assigned to provide in order to promote students’ behavioral change. work that would repair or restore environments they Topics may include: inappropriate language, sexual have damaged. This includes cleaning up graffiti or harassment, alcohol/drug use, conflict resolution, repairing acts of vandalism. This also includes an and social skill development. Once created, students option of having students select (or be assigned) are assigned to complete the appropriate modules other related projects to clean or make attractive in based on their offense. the school environment. • Parent Involvement/Supervision. Parents are • Behavior Contracting/Problem Solving. Develop invited to help school administrators identify a negotiated behavior contract with students. ways they can provide closer supervision of their Behavior contracts include specifics about what children while in school or be more involved with students will do, what the adults will do, and the their children’s schooling. One example might planned consequences. Contracts include reinforc- be to suspend the student’s parents into school. ing consequences for completion of the contract, Parents would willingly sit with their child while and consequences for continuing problem behavior. their child is in school. While this example may These are created individually for specific students, not always be possible for parents, it could be a and consequences are negotiated and agreed to by valuable option. Better communication and both parties (student and adult). frequent contacts between parents, teachers, and administrators, as well as coordinated behavior • Alternative Programming. For some students, change approaches, can be very useful and could especially at the secondary level, it is possible to be formalized into a disciplinary procedure. identify changes in students’ schedule, classes, or programs that avoid problem environments • Counseling. For certain offenses students are or situations, but still permit continued access assigned to counseling sessions with appropriately to curriculum and school. This includes indepen- trained professionals (e.g., social workers, counselors, dent study, work experience, alternative location, school psychologists). These professionals can engage alternate times, or other creative programming in problem-solving activities with the student, iden- alternatives. Such changes should be specific to tify areas of needed skill development, and provide individual students’ needs and permit credit accrual a chance for students to work through identified and progress toward graduation. Appropriate pro- problems, including personal issues that interfere cedures must be followed regarding change of with learning. placement for students who have an Individualized Education Program (IEP). • Community Service. Students are assigned com- munity service tasks, with appropriate supervision • Appropriate In-school Suspension. When students outside of school hours, in programs or agencies. are required to go to an alternative in-school environ- Tasks include helping at other schools, clean-up ment, it is important to continue academic and other crews, or working in community agencies. These instruction in the alternative environment. It is also kinds of activities strengthen students’ ties with important to have a focus on solving the problem the community and develop positive relationships that resulted in students being sent to this environ- with other adults. ment. The alternative setting must be carefully managed to avoid permitting students to “escape” or • Behavior monitoring. A variety of strategies are avoid class. Clearly-defined procedures for returning implemented to closely monitor behavior. These to class are contingent on students’ progress or techniques include behavior check sheets for behavior. Sending teachers and students may need 2 to make changes to address the problem that provide school staff with language to communicate resulted in the change of environment. Sending these values to students and encourage teachers to teachers need to address the issues that resulted find and provide support for expressions of these in the action, as removal of students may be values in their day-to-day work with students. reinforcing to the sending teachers. • Provide conflict de-escalation training. Train • Coordinated Behavior Plans. Some students all staff, especially teachers, in how to de-escalate need the creation of a structured, coordinated conflict and avoid power struggles. This will help by behavior support plan specific to the student and keeping minor conflicts from getting to the point of based on the function of the targeted behavior. The being discipline problems. support plan focuses on increasing desirable behav- ior, replacing inappropriate behaviors, reinforcing • Mediation programs. Teach students and staff the appropriate behavior, and withholding reinforce- about nonviolent conflict resolution strategies, ment of the targeted behavior. Data is used to and permit students and staff to use and experience
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