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Offsetting Racial Divides:
Zero-Tolerance School Suspensions & Restorative Justice Practices
A Lived Reality of Exclusionary Discipline
AN EQUITY-BASED RESOURCE FOR PREK-12 SCHOOL ADMINISTRATORS & POLICYMAKERS TO IMPLEMENT STUDENT-CENTERED DISCIPLINE
WEBSITE DEVELOPED BY: DR. ASHLEY N. GWATHNEY, MSW, LCSW
Zero-Tolerance
School Suspensions
Zero-tolerance school discipline is an uncompromising practice that removes students from school, regardless of offense, circumstance, or context. This approach disrupts and denies students access to structured routines, school-provided meals, academic instruction, and school-based support. Research shows that school suspensions heighten educational inequities and have devastating outcomes for Black adolescent males.
(Gwathney, 2021)
Disparities:
Discipline and Practice
Zero-tolerance school suspensions rely on personal opinions to define student misconduct and lack evidence-based protocols. Research shows that this practice is counterproductive in minimizing student misconduct, increasing school safety, and improving academics. Yet, 75% of schools in the U.S. use this approach as a routine discipline practice.
(GOA, 2108; Smith, 2105)
Non-punitive: meditation, trauma-informed counseling, restorative circles
Gaps:
Race & Gender
More alarming is the overrepresentation of adolescent Black males in zero-tolerance school suspensions. Black males are four times more likely to be suspended from school for petty infractions of dress code violations, class cutting, disrespect, and defiance than white males. Ultimately, this approach denies Black males the constitutional right to an equal and free public education.
The Government Office of Accountability [GOA] urges schools to address discipline inequities and indicates that schools with continuing disparities risk losing federal funding. The Every Student Succeeds Act [ESSA] also prompts schools to develop innovative and non-exclusionary discipline plans and practices.
What are the lived experiences of a school suspension?
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