Arne Duncan served his role of secretary of the Department
of Education since 2009 and recently decided to officially step down from his role
leaving many accomplishments to American education. One area that he influenced
with keen insight was the suspending of kindergarten students in elementary
school. He recognized that racial discrimination has been a major problem affecting
the suspension of students, as zero tolerance policies also affect minorities
and can cause students to feel unwelcome to their schools. He advocated that rethinking
suspensions must occur. Arrest, expulsion, and suspension occur too often whereas
more constructive approaches should have occurred (George, 2014).
My concern is that suspensions have often provided relief
for the school environment, particularly in regard to students with emotional
or social concerns, but are often non-effective with improving student behavior.
Students with extreme needs due to emotional, social, or economical struggles,
are too often repeat offenders. Their peers and teachers recognize this
terrible cycle of suspension and feel helpless.
Imagine an impoverished child with a single parent who works
two jobs just to pay the bills. The child has done his best to come to school
but has struggled raising himself. His soiled clothing and odors affect
relationships with other students, coupled with inferior thoughts, as he tries
his best to achieve only to end up suspended for not following the rules. Soon,
school does not help the child but becomes a place where the student feels punished
for circumstances beyond his control.
Data shows that suspensions are imbalanced as only 5% of white students will be suspended compared to the 16% of blacks to be suspended. Boys are more than two out of three likely to be suspended. Students with disabilities twice likely to be suspended are 13% as opposed to those without disabilities (U.S Department of Education, 2016). The loss is too great as we can no longer do things the same and get the same results. Our prisons are filled with poor minorities who were at risk because of a system that was non-accommodating.
Data shows that suspensions are imbalanced as only 5% of white students will be suspended compared to the 16% of blacks to be suspended. Boys are more than two out of three likely to be suspended. Students with disabilities twice likely to be suspended are 13% as opposed to those without disabilities (U.S Department of Education, 2016). The loss is too great as we can no longer do things the same and get the same results. Our prisons are filled with poor minorities who were at risk because of a system that was non-accommodating.
Recently, I asked a 4th grade student who is
suspended often, what she does when she is suspended and she replied that she
sleeps late but does not get in trouble. She returns to school with a new hair
style, and new clothing as the parents seeks to encourage the child in a way that
she understands. A longitudinal study by
the council of state government (2011) shows that 31% of students expelled at
least once repeat at least one grade. When these students repeat grades, and
they are older than the other students, other problems arise, because poor
behavior and bullying and disruptive kinds of behaviors often become apparent.
The afore mentioned longitudinal study showed that only 3% of those suspended
were for violence which is a mandated reason for suspension, but others were suspended
for discretionary decisions (Council of State Justice Center, Breaking Schools
Rules (2011).
My perspective is that schools must adapt a more holistic
approach to educating children. We must not continue to punish children for
reasons that are obviously related to economics, mental, or emotional issues,
or any other deficiencies which are out of the control of that child or the
families. Schools are placed in communities as the schools will be a reflection
of the communities. Suspending a disruptive child may make things easier on the
school but the long term effect on that child, his family, and community are
crucial. The students and families will never receive that time back again to
educate the child. Punishment must be restorative rather than punitive for all
children. I support the ASCD legislation agenda to support communities to
collaboratively strive to educate the whole student with staff and students
who are supported, engaged, challenged, safe and healthy(ASCD, 2016). Through these efforts, I believe we can start to experience healthier disciplinary pratices..
