Editor’s note: Substituting for Jill Barshay is Sarah Butrymowicz, The Hechinger Report’s investigations editor. Jill will return next week.

Every school day, thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct. Our investigative team recently took a deep dive into these punishments, based on 20 states for which we were able to obtain data. Our analysis revealed more than 2.8 million suspensions and expulsions from 2017-18 to 2021-22 under these ambiguous categories. 

Here’s a closer look at some of what we found:

1. Suspensions for these categories of behavior are incredibly common. 

Our analysis found that nearly a third of suspensions and expulsions reported by states was meted out under these types of categories, which also included insubordination, disruptive behavior, and disobedience. 

In Alabama, educators have 56 categories to choose from as justification for student punishment; a full third in our sample were assigned for one of four vague violations. This is what the state calls them: “defiance of authority,” “disorderly conduct — other,” “disruptive demonstrations,” and “disobedience — persistent, willful.” 

In North Carolina, Ohio and Oregon, about half or more of all suspensions were classified in similar categories. 

There are a few reasons why these categories are so widely used. For one, they often capture the low-level infractions that are most common in schools, such as ignoring a teacher’s direction, yelling in class or swearing. By comparison, more clearcut and serious violations, such as those involving weapons or illegal substances, are rarer. They made up only 2 percent and 9 percent of the discipline records, respectively. 

But experts also say that terms such as disorder or defiance are so broad and subject to interpretation that they can quickly become a catchall. For instance, in Oregon, the umbrella category of disruptive behavior includes insubordination and disorderly conduct, as well as harassment, obscene behavior, minor physical altercations, and “other” rule violations.

2. Educators classify a huge range of behavior as insubordination or disruption. 

As part of our reporting, we obtained more than 7,000 discipline records from a dozen school districts across eight states to see what specific behavior was leading to suspensions labeled this way. It was a wide range, sometimes even within a single school district. Sometimes students were suspended for behavior as minor as being late to class; others, because they punched someone. And it was all called the same thing, which experts say prevents school discipline decisions from being transparent to students and the greater public. 

There were some common themes though, behaviors like yelling at peers, throwing things in a classroom or refusing to do work. We developed a list of 15 commonly repeated behaviors and coded about 3,000 incidents by hand, marking whether they described that type of conduct. We used machine learning to analyze the rest. 

Related: Young children misbehave. Some are suspended for acting their age

In fewer than 15 percent of cases, students got in trouble for using profanity, or for talking back, or for yelling at school staff. In at least 20 percent of cases, students refused a direct order and in 6 percent, they were punished for misusing technology, including being on their cell phones during class or using school computers inappropriately.

3. Inequities can be even more pronounced in these ambiguous categories. 

We know from decades of research and federal data collection that Black students are more likely to be suspended from school than their white peers. In many places, that is especially true when it comes to categories like insubordination. 

In Indiana, for example, Black students were suspended or expelled for defiance at four times the rate of white students on average. In 2021-22, eight Black students received this punishment per 100 students, compared with just two white students. In all other categories, the difference was three times the rate. 

Research suggests that teachers sometimes react to the same behavior differently depending on a child’s race. A 2015 study found that when teachers were presented with school records describing two instances of misbehavior by a student, teachers felt more troubled when they believed a Black student repeatedly misbehaved rather than a white student.

They “are more likely to be seen as ‘troublemakers’ when they misbehave in some way than their white peers,” said Jason Okonofua, assistant professor at University of California-Berkeley and a co-author of the study. Teachers are usually making quick decisions in situations where they are removing a child from the classroom, he said, and biases tend to “rear their heads” under those circumstances.

Related: What happens when suspensions get suspended?

Similar disparities exist for students with disabilities. In all states for which we had demographic data, these students were more likely to be suspended for insubordination or disorderly conduct violations than their peers. In many states, those differences were larger than for other suspensions. 

4. Suspension rates vary widely within states. 

Further underscoring how much educator discretion exists in determining when or whether to suspend a student, individual districts report hugely different suspension rates. 

Take Georgia, for instance, which allows for students to be punished for disorderly conduct and “student incivility.” In 2021-22, the 3,300-student McDuffie County School System cited these two reasons for suspensions more than 1,250 times, according to state data. That’s nearly 40 times per 100 students. Similarly sized Appling County issued so few suspensions for disorderly conduct and student incivility that the numbers were redacted to protect student privacy. 

Editors’ note: The Hechinger Report’s Fazil Khan had nearly completed the data analysis and reporting for this project when he died in a fire in his apartment building. Read about the internship fund created to honor his legacy as a data reporter. USA TODAY Senior Data Editor Doug Caruso completed data visualizations for this project based on Khan’s work.

This story about school discipline data was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Proof Points newsletter.

The post PROOF POINTS: Four things a mountain of school discipline records taught us appeared first on The Hechinger Report.

Imagine waking up each morning with no hope for the day ahead, navigating a minefield of potential conflicts with your body on high alert. That was my reality as a marginalized youth — misunderstood, labeled as a troublemaker and cast out without a chance to reconcile and evolve.

Growing up with anxiety in school is an all-too-common experience that perpetuates a cycle of fear and resentment. It’s time to acknowledge and address this narrative that adversely affects our youth’s learning experiences and the education system.

Negative labeling of students can severely impact their confidence and sense of self. As a former “troublemaker,” I know firsthand how difficult it can be to overcome such labeling.

Participating in a restorative justice program allowed me to take responsibility for my actions, repair relationships and gain the confidence I needed to succeed. By providing restorative justice programs, we can help students become positive and engaged members of their school communities.

Related: What does restorative justice look like?

Restorative justice is an alternative to suspension that involves having those in conflict talk through their issues with a mediator. The goal is for students who have misbehaved to understand any harm they’ve caused and work to repair it and restore relationships. It offers a beacon of hope, a transformative approach prioritizing connection over isolation and understanding over punitive discipline.

Students need to feel that those with power see their life experiences. They should not be subjected to pointless punishment that has no value other than the punishment itself.

Restorative justice empowers students to take responsibility for their actions. Providing a safe dialogue space helps students learn how to communicate effectively, build empathy and establish trust with their peers and teachers. By embracing restorative justice, schools can create a culture of accountability, healing and growth that benefits everyone involved.

But restorative justice is not just about addressing behavior problems; it’s also about addressing the underlying issues driving those behaviors, often stemming from trauma, neglect or systemic injustices. Restorative justice recognizes that everyone has unique circumstances and challenges and deserves personalized support to address their needs. Many students do not have access to the resources needed to address their mental and emotional concerns, and they do not have the proper tools to deal with everything they go through in their lives. Instead, they manifest their struggles through misbehavior. They need someone to recognize their lived experiences and help them confront the sources of their actions.

Responding to misbehavior in this supportive way is a paradigm shift from punitive measures that only serve to alienate and perpetuate cycles of violence and incarceration.

In marginalized communities, where access to mental health support is often limited and stigmatized, restorative justice can be a lifeline. Instead of funneling youth into the school-to-prison pipeline, we must invest in their potential by providing access to counseling, therapy and other resources that address the root causes of their behavior. This process starts at the ground level: Those who see students daily need to be the first ones to help them address their issues.

Restorative justice provides students the tools to go forth into the world as optimistic, encouraged and emotionally intelligent individuals — allowing them a greater chance to reach their goals.

Related: OPINION: Restorative justice isn’t a panacea, but it can promote better relationships among students

Implementing restorative justice requires a concerted effort from educators, administrators and policymakers. It starts with training in restorative practices, creating safe spaces for dialogue and conflict resolution and collaborating with mental health professionals to provide holistic support.

Challenges and resistance are inevitable. Skepticism and fear of change are formidable barriers, as are entrenched policies and funding allocations that prioritize punishment over rehabilitation. However, the success stories of restorative justice programs nationwide prove that change is possible and necessary.

Reflecting on my journey from fear to advocacy, I am reminded of the transformative power of restorative justice. It’s not just about breaking down walls; it’s about building bridges of understanding and compassion. It’s about breaking the cycle of fear and punitive discipline.

Seeing the positive impact of restorative justice on our school community motivated me to become certified in restorative justice. Now, I’m able to help others in my community find ways to resolve conflicts and build stronger, more meaningful relationships through restorative practices.

It won’t happen overnight, but with perseverance and collective effort, we can create school systems in which every student feels seen, heard and valued. It’s time to tear down the walls of injustice and build bridges to a brighter future for all.

Jully Myrthil is a high school senior in Rhode Island and a passionate advocate for fostering understanding, inclusion and justice for all. She is a co-founder of Shades of Knowledge, a nonprofit dedicated to making education and literature accessible to all youth worldwide.

Keira Boxell, fellow co-founder of Shades of Knowledge, contributed to this piece.

This story about restorative justice in schools was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.

The post STUDENT VOICE: Breaking walls, building bridges: A call for restorative justice in school discipline appeared first on The Hechinger Report.

LOS ANGELES — When Abram van der Fluit began teaching science more than two decades ago, he tried to ward off classroom disruption with the threat of suspension: “I had my consequences, and the third consequence was you get referred to the dean,” he recalled.

Suspending kids didn’t make them less defiant, he said, but getting them out of the school for a bit made his job easier. Now, suspensions for “willful defiance” are off the table at Maywood Academy High School, taking the bite out of van der Fluit’s threat. 

Mikey Valladares, a 12th grader there, said when he last got into an argument with a teacher, a campus aide brought him to the school’s restorative justice coordinator, who offered Valladares a bottle of water and then asked what had happened. “He doesn’t come in … like a persecuting way,” Valladares said. “He’d just console you about it.”

Being listened to and treated with empathy, Valladares said, “makes me feel better.” Better enough to put himself in his teacher’s shoes, consider what he could have done differently — and offer an apology.

This new way of responding to disrespectful behavior doesn’t always work, according to van der Fluit. But “overall,” he said, “it’s a good thing.”

In 2013, the Los Angeles Unified School District banned suspensions for willfully defiant behavior, as part of a multi-year effort to move away from punitive discipline. The California legislature took note. Lawmakers argued that suspensions for relatively minor infractions, like talking back to a teacher, harmed kids, including by feeding the school-to-prison pipeline. Others noted that this ground for suspension was a subjective catch-all disproportionately applied to Black and Hispanic students.

A state law prohibiting willful defiance suspensions for grades K-3 went into effect in 2015; five years later, the ban was extended through eighth grade. Last year, Gov. Gavin Newsom signed a law adding high schoolers to the prohibition. It takes effect this July.

A Hechinger Report investigation reveals that the national picture is quite different. Across the 20 states that collect data on the reasons why students are suspended or expelled, school districts cited willful defiance, insubordination, disorderly conduct and similar categories as a justification for suspending or expelling students more than 2.8 million times from 2017-18 to 2021-22. That amounted to nearly a third of all punishments reported by those states.

As school districts search for ways to cope with the increase in student misbehavior that followed the pandemic, LAUSD’s experience offers insight into whether banning such suspensions is effective and under what conditions. In general, the district’s results have been positive: Data suggests that schools didn’t become less safe, more chaotic or less effective, as critics had warned.

From 2011-12 to 2021-22, as suspensions for willful defiance fell from 4,500 to near zero, suspensions across all categories fell too, to 1,633, a more than 90 percent drop, according to state data. Those numbers, plus in-depth research on the ban, show that educators in LAUSD didn’t simply find different justifications for suspending kids once willful defiance was off limits. Racial disparities in discipline remain, but they have been reduced.

Meanwhile, according to state survey data, students were less likely to report feeling unsafe in school. During the 2021-22 school year for example, 5 percent of LAUSD freshmen said they felt unsafe in school, compared with more than three times that nine years earlier. As for academics, state and federal data suggest that the district’s performance didn’t fall after the disciplinary shift, although the state switched tests over that decade, making precise comparison difficult.

“It really points out that we can do this differently, and do it better,” said Dan Losen, senior director for the education team at the National Center for Youth Law. 

Related: Preventing suspensions: Tackle discipline problems with empathy first

A pile of research demonstrates that losing class time negatively affects students. Suspensions are tied to lower grades, lower odds of graduating high school and a higher risk of being arrested or unemployed as an adult. Losen said this is in part because students who are suspended not only miss out on educational opportunities, but also lose access to the web of services many schools offer, including mental health treatment and meals.

That harm is less justifiable for minor transgressions, he added. And “what makes it even less justifiable is that there are alternative responses that work better and involve more adult interface for the student, not less.”

In part because of this research, Los Angeles, and then California, increasingly focused on disciplinary alternatives as they eliminated or narrowed the use of suspensions for willful defiance. 

LAUSD gradually scaled up its investment, rolling out training in 2015 for teachers and administrators in “restorative” practices like the ones Valladares described. Educators were also encouraged to implement an approach called positive behavioral interventions and supports. Together, these strategies seek to address the root causes of challenging behavior. That means both preventing it and, when some still inevitably occurs, responding in a way that strengthens the relationship between student and school rather than undermining it.

The district also created new positions, hiring school climate advocates to give campuses a warm, constructive tone, and “system of support advisors,” or SOSAs, to train current employees in the new way of doing discipline. From August to October 2023, SOSAs offered 380 such sessions; since July 2021 alone, more than 23,000 district staff members and 2,400 parents have participated in restorative practices training, according to LAUSD.

All that work has been expensive: The district budgeted more than $31 million for school climate advocates, $16 million for restorative justice teachers and nearly $9 million for the SOSAs for this school year. Combined with spending on psychiatric social workers, mental health coordinators and campus aides, the district’s allocation for “school climate personnel” totaled more than $300 million this year.

That’s money other districts don’t have. And it’s part of what prompted the California School Boards Association to support the recent legislation only if it were amended to include more cash for alternative approaches to behavior management.

Troy Flint, the organization’s chief communications officer, said administrators in many remote, rural districts in particular do not have the bandwidth, or the ability to hire consultants, to train staff on new methods. Their schools also often lack a space for disruptive students who have had to leave class but can’t be sent home, and lack the adults needed to supervise them, he said. “You often have situations in these districts where you have a superintendent or principal who’s also a teacher, and maybe they drive a bus – they don’t have the capacity to implement all these programs,” said Flint.

The state’s 2023 budget allocated just $7 million, parceled out in grants of up to $100,000, for districts to implement restorative justice practices. If each got the full amount, only approximately 70 districts would receive funding — when there are more than a thousand districts in the state. Even then, the grants would give each district only a small fraction of what LAUSD has needed to make the shift.

Related: Hidden expulsions? Schools kick students out but call it a ‘transfer’

Even in LAUSD, the money only goes so far. The district of more than 1,000 schools employs nearly 120 restorative justice teachers, meaning only about a tenth of schools have one. Roughly a third of schools have a school climate advocate. SOSAs are stretched thin too, in some cases supporting as many as 25 schools each, and some budgeted SOSA positions haven’t been filled. There’s also the continual threat of lost funding: In recent years, the district has been using federal pandemic funding, which ends soon, to pay for some of the work. “School sites are having to make hard choices,” said Tanya Ortiz Franklin, an LAUSD school board member.

And money hasn’t been the district’s only challenge. Success requires buy-in, and buy-in requires a change in educators’ mindsets. Back in 2013, van der Fluit recalls, his colleagues’ perspective on the ban on willful defiance suspensions was often: “What is this hippie-dippie baloney?” Teachers also questioned the motives of district leaders, wondering if they wanted to avoid suspending kids because school funding is tied to average daily attendance. 

Now, most days, van der Fluit sees things differently — but not always.

Last year, for example, when he asked a student who was late to get a tardy slip, she refused. She also refused when a campus aide, and then the restorative justice coordinator and then the principal, asked her to go to the school’s office. The situation was eventually resolved after her basketball coach arrived, but van der Fluit said it had been “a 20-minute thing, and I’m trying to teach in between all of this stuff.”

That sort of scene is rare at Maywood, van der Fluit said, but it happens. There are students “who just want to disrupt, and they know how to manipulate and control and are gaslighting and deflecting.” He described seeing a student with his phone out. When van der Fluit said, “You had your phone out,” the student denied it. Van der Fluit said there are days he feels “the district doesn’t have my back” under this new system. Researchers, legislators and school board members, he said, wear “rose-colored glasses.”

His concerns are not uncommon. But according to Losen, in LAUSD, “The main issue for teachers was that the teacher training was phased in while the policy change was not.”

In recent years there has been some parental pushback too: At a November 2023 meeting of the school district safety and climate committee, for example, a handful of parents described their kids’ schools as “out of control” and decried a “rampant lack of discipline.”

Ortiz Franklin acknowledged an uptick in behavioral incidents over the last three years, but attributed it to the pandemic and students’ isolation and loss, not the shift in disciplinary approach. Groups like Students Deserve, a youth-led, grassroots nonprofit, have urged LAUSD to hold the line on its positive, restorative approach.

“Our schools are not an uncontrollable, violent, off-the-wall place. They’re a place with kids who are dealing with an unprecedented level of trauma and need an unprecedented level of support,” said W. Joseph Williams, the group’s director.

District survey data presented at the same November meeting, meanwhile, suggests most teachers remain relatively committed to the policies: On a 1 to 4 scale, teachers rated their support for restorative practices at around a 3, on average, and principals rated it close to a 4.

Even van der Fluit, who maintains that the new way takes more work, said: “But is it the better thing for the student? For sure.”

At Maywood, Marcus Van, the restorative justice coordinator who met with Valladares after the teen argued with a teacher, said students have a chance to talk out their problems and grievances and resolve them. In contrast, Van said, “When you just suspend someone, you do not go through the process of reconciliation.”

Often, so-called defiant behavior is spurred by some larger issue, he said: “Maybe somebody has parents who are on drugs [or] abusive, maybe they have housing insecurity, maybe they have food insecurity, maybe they’re being bullied.” He added: “I think people want an easy fix for a complicated problem.”

Valladares, for his part, knows some people think suspensions breed school safety. But he said he feels safer — and behaves in a way that’s safer for others — when “I’m able to voice how I feel.”

Twelfth grader Yaretzy Ferreira said: “I feel like they actually hear us out, instead of just cutting us out.”

Her first year and a half at Maywood, she was “really hyper sassy,” according to Van. But, Ferreira recalled, that changed after Van invited her mom and a translator to a meeting: “He was like, ‘Your daughter did this, this, this, but we’re not here to get her in trouble. We’re here to help.’” Now, the only reason she ends up in Van’s office is for a water or a snack.

Van der Fluit said the new approach is better for all kids, not just those with a history of defiance. For example, the class that watched the tardy slip interaction unfold saw adults model how to successfully manage frustration and de-escalate a situation. “That’s incredibly valuable,” he said, “more valuable than learning photosynthesis.”

The Maywood campus is calmer than it used to be, educators at the school say. Students, for the most part, no longer roam the halls during class time. There’s less profanity, said history teacher Michael Melendez. Things are going “just fine” without willful defiance suspensions, he said.

Nationally, researchers have come to a similar conclusion: A 2023 report from the Learning Policy Institute, based on data for about 2 million California students, concluded that exposure to restorative practices improved academic achievement, behavior and school safety. A 2023 study on restorative programs in Chicago Public Schools, conducted by the University of Chicago Education Lab, found positive changes in how students viewed their schools, their in-school safety and their sense of belonging.

In Los Angeles, many students say the hard work of transitioning to a new disciplinary approach is worth it.

“We’re still kids in a way. We are growing, but there’s still corrections to be made,” said Valladares. “And what’s the point in a school if there’s no corrections, just instant punishment?”

This story about PBIS was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The post What happens when suspensions get suspended? appeared first on The Hechinger Report.

For the first 57 minutes of the basketball game between two Bend, Oregon, high school rivals, Kyra Rice stood at the edges of the court taking yearbook photos. With just minutes before the end of the game, she was told she had to move.

Kyra pushed back: She had permission to stand near the court. The athletic director got involved, Kyra recalled. She let a swear word or two slip. 

Kyra has anxiety as well as ADHD, which can make her impulsive. Following years of poor  experiences at school, she sometimes became defensive when she felt overwhelmed, said her mom, Jules Rice. 

But at the game, Kyra said she kept her cool overall. Both she and her mother were shocked to learn the next day that she’d been suspended from school. 

“OK, maybe she said some bad words, but it’s not enough to suspend her,” Rice said. 

The incident’s discipline record, provided by Rice, lists a series of categories to explain the suspension: insubordination, disobedience, disrespectful/minor disruption, inappropriate language, non-compliance. 

Broad and subjective categories like these are cited hundreds of thousands of times a year to justify removing students from school, a Hechinger Report investigation found. The data show that students with disabilities, like Kyra, are more likely than their peers to be punished for such violations. In fact, they’re often more likely to be suspended for these reasons than for other infractions.

For example, between 2017-18 and 2021-22, Rhode Island students with disabilities were, on average, two and a half times more likely than their peers to be suspended for any reason, but nearly three times more likely to be suspended for insubordination and almost four times more likely to be suspended for disorderly conduct. Similar patterns played out in other states with available data including Massachusetts, Montana and Vermont. 

Federal law should offer students protections from being suspended for behavior that results from their disability, even if they are being disruptive or insubordinate. But those protections have significant limitations. At the same time, these subjective categories are almost tailor-made to trap students with disabilities, who might have trouble expressing or regulating themselves appropriately.

Districts have wide discretion in setting their own rules and many students with disabilities quickly earn reputations at school as troublemakers. “Unfortunately, who gets caught up in a lot of the vagueness in the codes of conduct are students with disabilities,” said attorney Robert Tudisco, an expert with Understood.org, a nonprofit that provides resources and support to people with learning and attention disabilities.

Related: When your disability gets you sent home from school

Students on the autism spectrum often have a hard time communicating with words and might yell or become aggressive if something upsets them. A student with oppositional defiant disorder is likely to be openly insubordinate to authority, while one with dyslexia might act out when frustrated with schoolwork. Students with ADHD typically have a hard time controlling their impulses.

Kyra’s disability created challenges throughout her school career in the Bend-La Pine School District. “Nobody really understood her,” Rice said. “She’s a big personality and she’s very impulsive. And impulsivity is what gets kids in trouble and gets kids suspended.” 

Kyra, now 17, said that too few teachers cared about her individualized education program, or IEP, a document that details the accommodations a student in special education is granted. She’d regularly butt heads with teachers or skip class altogether to avoid them. Her favorite teacher was her special ed teacher. 

“She understood my ADHD and my other special needs,” Kyra said. “My other teachers didn’t.”

Scott Maben, district spokesperson, said in an email he could not comment on specific disciplinary matters because of privacy concerns, but that the district had a range of responses to deal with student misconduct and that administrators “carefully consider a response that is commensurate with the violation.” 

In Oregon, “disruptive conduct” accounted for more than half of all suspensions from 2017-18 to 2021-22. The state department of education includes in that category insubordination and disorderly conduct, as well as harassment, obscene behavior, minor physical altercations, and “other” rule violations. 

Disruptive behavior is the leading cause of suspensions because of its “inherently subjective nature,” the state department of education’s spokesperson, Marc Siegal, said in an email. He added that the department monitors discipline data for special education disparities and works with school districts on the issue. 

The primary protections for students with disabilities come from the federal government, through the Individuals with Disabilities Education Act, or IDEA. But that law only requires districts to examine whether a student’s behavior stems from their disability after they have missed 10 total days of school through suspension. 

At that point, districts are required to hold a manifestation hearing, in which officials must determine whether a student’s behavior was the result of their disability. “That’s where it gets very gray,” Tudisco said. “What happens in the determination of manifestation is very subjective.”

In his experience, he added, the behavior is almost always connected to a student’s disability, but school districts often don’t see it that way. 

“Manifestation is not about giving Johnny or Susie a free pass because they have a disability,” Tudisco said. “It’s a process to understand why this behavior occurred so we can do something to prevent it tomorrow.” 

Related: Senators call for stronger rules to reduce off-the-books suspensions

The connections are often much clearer to parents. 

A Rhode Island mother, Pearl, said her daughter was easily overwhelmed in her elementary school classroom in the Bristol Warren Regional School District. (Pearl is being referred to by her middle name because she is still a district parent and fears retaliation.) 

Her child has autism and easily experiences a sensory overload. If the classroom was too loud or someone new walked in, she might start screaming and get out of her seat, Pearl said. Teachers struggled to calm her down, as other students were escorted out of the room. 

Sometimes, Pearl was called to pick up her daughter early, in an unrecorded informal removal. A few times, though, she was suspended for disorderly conduct, Pearl recalled. 

Between 2017-18 and 2020-21, students with disabilities in the Bristol Warren Regional School District made up about 13 percent of the student body, but accounted for 21 percent of suspensions for insubordination and 30 percent of all disorderly conduct suspensions. 

The district did not respond to repeated requests for comment. 

The Rhode Island Department of Education collects data on school discipline from districts, but special education and discipline reform advocates in the state say that the agency rarely acts on these numbers. 

Department spokesperson Victor Morente said in an email that the agency monitors discipline data and is “very clear that suspension should be the last option considered.” He added that the department has published resources about alternatives to suspension and discipline specifically for students with disabilities. 

A 2016 state law that limits the overall use of out-of-school suspensions also requires that districts examine their data for inequities. Districts that find such disparities are supposed to submit a report to the department of education, said Hannah Stern, a policy associate at the Rhode Island American Civil Liberties Union.

Her group submits public records requests for copies of their reports every year, but has never received one, she said, “even though almost every single school district exhibits disparities.”

Related: Sent home early: Lost learning in special education

Pearl said that her daughter needed one-on-one support in the classroom instead of punishment. “She’s autistic. She’s not going to learn her lesson by suspending her,” Pearl said. “She actually got more scared to go back. She actually felt very unwelcome and very sad.”

Students with autism often have a hard time connecting their actions to the punishment, said Joanne Quinn, executive director of The Autism Project, a Rhode Island-based group that offers support to family members of people with autism. With suspension, “there’s no learning going on and they’re going to do the same thing incorrectly.”

Quinn’s group provides training for schools throughout Rhode Island and beyond, aimed at helping teachers understand how the brain functions in people with autism and offering strategies on how to effectively respond to behavior challenges that could easily be labeled disobedient or disorderly. 

Federal law provides a road map for schools to improve how they respond to misconduct related to a student’s disability. Schools should identify a student’s triggers and create a behavior intervention plan aimed at preventing problems before they start, it says. 

Related: How a disgraced method of diagnosing learning disabilities persists in our nation’s schools

But, doing these things well requires time, resources and training that can be in short supply, leaving teachers feeling alone, struggling to maintain order in their classrooms, said Christine Levy, a former special education teacher and administrator who works as an advocate for individual special education students in the Northeast, including Rhode Island. 

Levy recently worked with a student with disabilities who was suspended after he tickled a peer at a locker on five straight days. But, she said, the situation should have never reached the point of suspension: Educators should have quickly identified what the boy was struggling with and set a plan in motion to help him, including modeling appropriate locker conduct. 

Had this boy’s teachers done that, the suspension could have been avoided. “The repair of that is so much longer and so much harder to do versus, let’s catch it right away,” she said.

Many parents described similar situations, though, in which a child routinely got in trouble for repeated behavior. When Michelle Gomes’s daughter became upset in her kindergarten classroom, she’d often run out and refuse to come back in. Sometimes, she’d tear things off the walls.

“Whenever she gets like that, it’s hard to see,” Gomes said. “I hurt for her. It’s like she’s not in control.”

Gomes received regular calls from Cranston Public School officials to come pick her daughter up. A couple of times, the child was formally suspended, Gomes said. The school described her as a safety risk, Gomes recalled.

“She obviously doesn’t feel safe herself,” she said. 

Cranston Public Schools did not respond to requests for comment. 

Gomes’s daughter had a speech delay and anxiety and qualified for special education services. A private neurological evaluation concluded that she was compensating for that delay with her physical responses, Gomes said. 

This can be a common cause of behavior challenges for students with disabilities, experts say.

“Behavior is communication,” said Julian Saavedra, an assistant principal and an expert at Understood.org.* “The behavior is trying to tell us something. We as the IEP team, the school team, have to dig deeper.” 

On her own, Gomes found strategies that helped. Gomes’ child struggled with transitions, so they’d go over her day in advance to prepare her for what to expect. A play therapist taught both her and her daughter breathing exercises. 

Her daughter was switched to another district school where a social worker would sometimes walk the girl to class. When the child got worked up, she’d sometimes be allowed to sit with that social worker or in the nurse’s office to calm down. That helped, but sometimes, those staff members weren’t available. 

In the end, Gomes moved her daughter to a school outside the district that was better equipped to help the girl deescalate. Her behavior problems lessened and she started enjoying going to school, Gomes said.

But Gomes still can’t understand why more teachers weren’t able to help her child regulate herself. “Do we need retraining or do we need new training?” she said. “Because this is mindblowing to me, not one of you can do that.”

Note: The Hechinger Report’s Fazil Khan had nearly completed the data analysis and reporting for this project when he died in a fire in his apartment building. USA TODAY Senior Data Editor Doug Caruso completed data visualizations for this project based on Khan’s work.

CORRECTION: This article has been updated with the correct spelling of Julian Saavedra’s name.

This story about suspension of students with disabilities was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The post Students with disabilities often snared by subjective discipline rules appeared first on The Hechinger Report.

JOHNSBURG, Ill. — A group of fifth grade boys trailed into the conference room in the front office of Johnsburg Elementary School and sat at the table, their feet dangling from the chairs.

“It was brought to my attention yesterday that there was an incident at football,” Principal Bridget Belcastro said to the group.

The students tried to explain: One boy pushed a kid, another jumped on the ball, and yet another jumped on the boy on the ball. It depended on who you asked.

“I tripped — if I did jump on him, I didn’t mean to,” one student said. “Then I got up and turned around and these two were going at each other.”

Belcastro, listening closely, had the unenviable job of making sense of the accounts and deciding on consequences.

In elementary schools across the country, an incident as common as a playground fracas over a football could result in kids being suspended.

A Hechinger analysis of school discipline data from 20 states found widespread use of suspensions for students of all ages for ill-defined, subjective categories of misbehavior, such as disorderly conduct, defiance and insubordination. From 2017 to 2022, state reports cited these categories as a reason for suspension or expulsion more than 2.8 million times.

In many cases, young students were removed from their classes for behavior that is common for kids their age, according to additional discipline records from half a dozen school districts obtained through public records requests.

In Montana, students in K-5 made up almost 4,000 suspensions for disorderly conduct. In New Mexico, it was nearly 2,700.

Elementary school students are often punished for conduct that experts say is developmentally typical of children who are still learning how to behave and appropriately express themselves in school. Even severe behaviors, like kicking or punching peers and teachers, can be a function of young children still figuring out how to regulate their emotions.

In many other cases, the behavior does not appear serious. In Washington, a kindergarten student was suspended from school for two days for pulling his pants down at recess. A second grader in Rhode Island was suspended when he got mad and ran out of the school building. In Maryland, a third grader was suspended because she yelled when she wasn’t allowed to have cookies, disrupting class.

At Johnsburg Elementary School, which serves about 350 third through fifth grade students on the northern outskirts of Chicago’s suburbs, administrators are trying to limit the use of suspensions. Student conferences, like the one after the fight during football, are just one piece of a much larger effort aimed at preventing and addressing misbehavior. In the end, the boys didn’t lose time in the classroom, but they were no longer allowed to play football at recess.

Belcastro’s decision not to suspend the boys was based on research that consistently shows suspending students makes it more difficult for them to succeed academically and more likely they will enter the criminal justice system as adults.

Suspension can be particularly damaging when doled out to younger students, said Iheoma Iruka, a professor of public policy at the University of North Carolina-Chapel Hill. Being kicked out of the classroom can fracture kids’ trust in their teachers and the institution early on. Those early impressions can stay with students and cause long-lasting harm, Iruka said, particularly to students for whom school is the most consistent part of their lives.

“Over time, it erodes children’s sense of safety. It erodes their relationship with teachers,” said Iruka, who is also the founding director of the Equity Research Action Coalition at UNC, a group that researches and develops policies to address bias in the classroom.

In part because of concerns like these, advocates and policymakers across the country often focus on the early grades when pushing for discipline reform. At least 17 states and D.C. have passed laws to limit the use of suspension and expulsion for younger children, typically students in pre-K through third or fifth grade. In Illinois, where Johnsburg Elementary School is located, schools are allowed to suspend young students, but legislators passed a law in 2015 that encourages using suspension as a last resort.

Child development experts say that, ideally, suspensions should be used only in extremely rare circumstances, especially in elementary school.

Misbehavior at any age is often a symptom of deeper issues, experts say, but young children, especially, struggle to identify those issues and communicate them effectively. Students in the early grades are also still trying to figure out how to function in a school environment.

“We can hold older students accountable to know the rules of behavior in their schools,” said Maurice Elias, a professor of psychology who researches social emotional learning at Rutgers University. “We certainly can’t expect younger children to know all of those things and to anticipate the consequences of all their actions.”

And young students need to be specifically taught how to manage their emotions, added Sara Rimm-Kaufman, a professor of education at the University of Virginia.

“Helping kids understand what’s OK at home might not be OK at school, or making kids feel appreciated, respected, understood — that’s a really important issue and it keeps kids engaged,” she said.

Teachers at Johnsburg Elementary are trying to do just that.

The school adopted a new program this year called Character Strong, which is aimed at helping students with coping, emotional regulation, self-management and relationships. A few weeks into the school year, teachers filled out a screener to identify students struggling in those areas.

On a Thursday morning in November, four third graders left class to meet with social worker Dawn Mendralla. Twinkling lights lined the ceiling of her office; a small flip book depicting various emotions was opened to a page with a purple creature gritting its teeth and holding up its fists in frustration. A poster on the cabinet said: All feelings are welcome here.

“Regulation means we’re controlling ourselves, we’re controlling our behaviors, we’re controlling our emotions,” Mendralla said to the students. “Do we have trouble sometimes controlling our behaviors in class? Sometimes we have the urge to talk to our neighbor, or we have the urge to look out the window, or to not pay attention or to fidget with something?”

Once a week, the identified students attend a group session with Mendralla focused on improving those skills. Children who need more help also briefly check in with Mendralla, individually, every day. Students who misbehave, like the group of boys who got into a fight at recess, are also sent to Belcastro’s office.

Like other schools throughout the country, Johnsburg Elementary has been dealing with the ongoing impact of the pandemic on children’s behavior.

“There’s an increase in emotional outbursts, frustration, and they don’t know how to manage their emotions effectively,” Belcastro said. “Secondly, would be social interaction changes, because they weren’t around other kids and other people for so long, they didn’t have that and now they’ve forgotten how or never learned how to make friends.”

During the 2022-23 school year, Johnsburg Elementary had 687 referrals, or disciplinary write-ups, involving a student misbehaving, up from 222 referrals in 2021-22 and 276 referrals in 2018-19.

Even with the rise in behavior challenges, the school has tried to limit student suspensions; Through February of this school year, only three students had been given an in-school suspension and one had been sent home.

Elsewhere, though, the post-pandemic rise in misbehavior has caused some states to backtrack on policies limiting exclusionary discipline and instead made it easier for schools to kick students out of class.

In Nevada last year, legislators lowered the age at which students can be suspended or expelled from 11 to 6 and made it easier for schools to suspend or expel students.

In 2023, Kentucky lawmakers gave principals the ability to permanently kick students out of school if they believe the student will “chronically disrupt the education process for other students” and if they have been removed from class three times for being disruptive.

“There’s just been more and more discipline problems across the nation, and definitely across the state. We’ve just gotta get things under control,” said Rep. Steve Rawlings, who was among the legislation’s sponsors. “We have to prioritize the safety of teachers in the classroom and fellow students so that the focus can be on academics and not be distracted by issues of discipline.”

Elias and other experts say suspension should act more as a rare safety measure in extreme cases, rather than a disciplinary measure.

In the discipline records The Hechinger Report obtained, some school districts reported suspending young children under disruptive conduct for punching peers or throwing items at teachers.

In such cases, suspension may make sense, experts say, while allowing educators time to develop a longer-term response to the misconduct. But schools should not expect that removing kids from class will magically improve their behavior. 

“When a child comes back into a classroom after a situation like this, it’s often that there’s just going to be a continuation of what was happening before, unless the child is brought back into the community in a way that changes the direction and nature of the relationships between the child and the people around them,” Rimm-Kaufman said

That’s something Belcastro has argued as well. Occasionally, there are tensions with parents who want to see other students punished when their own child has been harmed in some way. Belcastro doesn’t’t think that’s an effective approach.

“Punishments do not change behavior. No kid at this age level considers what the potential consequences might be before they do an action,” Belcastro recalled telling one parent who was upset about a student at the school. “So it really serves no purpose, it’s not helpful. But instead, working to prevent the behavior is what we need to do, so it doesn’t’t happen again.”

In Mendralla’s room, a small group of fourth grade boys showed up for a group session one day in November. The goal of this weekly session is for students to learn how to better regulate their emotions.

“What happens when we keep things all to ourselves, things build up, and we keep things bottled up inside us?” Mendralla asked.

“Then you explode,” a student said. “With emotions.”

Mendralla asked the students to think of rules they would like to have for these group sessions. A couple of students threw out suggestions: no running around the room, no interrupting, no blaming others, nobody is better than anybody else.

Another fourth grader raised his hand.

“If there’s another person making fun of another person because of the way they look and act, don’t join in,” he said. “We don’t know what they’re going through.”

This story about misbehavior in young children was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The post Young children misbehave. Some are suspended for acting their age appeared first on The Hechinger Report.

TOLEDO, Ohio – The sound of his teacher smacking his desk jolted Marquan into consciousness, and his head jerked up. “Wake up,” his teacher said.

Marquan hadn’t slept much the night before, and the words came out before he was fully coherent. “Watch out before you make me mad,” he said. 

His teacher turned and asked if that was a threat. The 16-year-old said no, he was just startled, but it was too late – he was sent out of the classroom and given a two-day suspension. 

What the teacher heard as a threat was, for Marquan, an instinctive reaction, and he had failed to code-switch in that groggy moment.

“I wasn’t threatening him; it was just loud and all of a sudden,” said Marquan, now 17 and a sophomore at Jesup W. Scott High School in Toledo, Ohio. (His last name is being withheld to protect his privacy.) “That was the most unfair thing.” 

In Ohio, Black students like Marquan are suspended for incidents like this far more frequently than their white peers. In the past six years, Ohio has issued close to 885,000  suspensions and expulsions for comments and misbehaviors tagged as disobedience or disruption. Nearly half of those dismissals have been for Black students, even though they make up only 17 percent of the public school population. Black students in Ohio are, on average, kicked out of classes for these offenses at four and half times the rate of white students.

A Hechinger Report analysis across 20 states found that these types of categories are cited as justification in nearly a third of all suspension and expulsion records. In many states, including Indiana, Maryland and Rhode Island, Black students are suspended more often for these kinds of incidents, which can include dress code violations, talking back to teachers and being too noisy in class.

States use different terms to describe the offenses – disrespect, insubordination, defiance – depending on their discipline code. But what they all have in common is the subjective nature of an educator’s decision; experts say that’s what leads to racial disparities. What seems disrespectful and threatening in one classroom can be entirely acceptable in another, depending on who’s listening and who’s speaking. That’s when racial and cultural differences between educators and students can come into play. Bias also plays a role.

“Disobedience is identified, by and large, by lived experiences,” said Jennifer Myree, who was a principal and assistant principal in Cincinnati for seven years and now works for the Ohio Department of Education. “If you have a child who comes from a home where they’re allowed to speak out about injustices, for example, saying ‘That’s not fair,’ and the classroom teacher, or the administrators, don’t believe that the child should speak out on things, they can consider that disobedience.”

Researchers say that racial disparities inside schools tend to reflect what’s happening in society as a whole and that income level does not explain the discrepancies.

“Teachers are no more biased than other people, but also no less biased,” said Russell Skiba, a professor in the school psychology program at Indiana University and director of its Equity Project. “Race is the much more important predictor of whether a kid gets suspended rather than poverty.”

Related: When typical middle school antics mean suspensions, handcuffs or jail

A spokesperson from the Ohio Department of Education and Workforce, Lacey Snoke, didn’t respond directly to questions about the state’s racial disparities. Snoke, the chief communications officer, said the department “supports schools and districts as they address non-academic barriers to learning.” The Indiana Department of Education said that school discipline policies were set at the local level. Rhode Island said that it helps school districts in setting discipline policies that “are conducive to a safe and nurturing environment that promotes academic success.” Maryland’s state education agency said only that it makes annual data available for school districts to analyze.

Snoke also noted that the state requires schools to use a student support system known as Positive Behavioral Interventions and Supports, or PBIS. “When implementing PBIS with fidelity, schools and districts see a reduction in out-of-school suspension and exclusionary discipline,” she said.

Like many of America’s school districts, Toledo’s public schools have struggled with keeping discipline racially equitable for years. In 2020, following a federal civil rights investigation, the district agreed to a settlement with the federal Department of Justice “to address and prevent discriminatory discipline of students based on race or disability.” Last spring, the government extended its monitoring for an additional year after finding that the district was not in full compliance with the settlement terms. 

Part of the problem in Toledo, the fifth-largest school district in Ohio with more than 21,000 students, is that teachers and administrators haven’t figured out what’s at the root of the disparity, according to a federal monitoring report sent to the district last May and obtained by The Hechinger Report as part of its investigation into the widespread use of suspension for things like defiance and disruption around the country.

“Speculative answers about the reasons for why disciplinary referrals would be greater for Black students when compared to white students ranged from blaming the students’ underperformance in math and English language arts to blaming ‘parents who don’t take pride’ or are otherwise uninvolved in their children’s lives,” according to the report. “Educators at one school opined that they are not using strategies that engage kids of color; those at another school said they needed to develop activities for students to feel more of a sense of belonging.”        

Last year, there were more than 12,000 suspensions in Toledo public schools for defiance or disruption and more than 7,700 were given to Black students, up from 7,000 the year before. Black students received 65 percent of defiance and disruption suspensions last year, even though they make up about 46 percent of the student population in Toledo.

Related: Preventing suspensions: Tackle discipline problems with empathy first    

The reason for the high numbers is multi-faceted, and the solutions need to be as well, said Amerah Archer, acting executive director for the Department of Equity Diversity and Inclusion in the Toledo Public Schools.

“We understand there’s sometimes a cultural mismatch between teachers and students and their backgrounds,” Archer said. “So we offer culturally responsive training, to help our teachers understand how to build relationships and students across cultures.”

The district has also brought in outside mental health providers and — in all 57 of its schools — it has set up social-emotional wellness teams to examine discipline data and look for trends, including racial disparities within schools and classrooms. Educators receive training on how to respond to students who have endured trauma and may be acting out as a result, with responses that can lead to alternatives to suspensions.

Sheena Barnes, president of the school board until January this year, points to a culture that views some children as more dangerous than others. She’s also concerned about educators who have trouble appropriately interpreting a child’s behavior.

Barnes, who is Black, got a call last year to come to her child’s school immediately. Her son, who is on the autism spectrum and was in third grade at the time, had been trying to mix paints to make a specific color. The teacher accidentally took one of the colors away, frustrating the boy, who threw his paintbrush and splattered some paint. After Barnes arrived and helped de-escalate the situation, she said the teacher asked her if they could talk. 

“’He just scares me,” she said the teacher confessed to her. 

“So I asked her, ‘What did he do? Did he bite you, kick you, did he throw something at you, cuss at you? I’m going through all the list of things that could make you scared of a 9-year old, my baby.’ And she says, ‘It’s the way he looks at me.’

“And I just crumble,” Barnes recalled. “If you’re scared of him in third grade, what the hell are you gonna do to him in ninth grade?”

Moments like these – when adults see children as threatening – can influence decisions made in a heated classroom situation. The Department of Justice report on Toledo schools last spring concluded that “subjective infractions that are prone to bias, such as ‘Disruptive Behavior’ and ‘Failure to Follow Directions’” play a role in racial discrepancies when it comes to discipline.

Related: Hidden expulsions? Schools kick students out but call it a ‘transfer’

Toledo school officials noted that the report said that the district had “made significant progress” in some areas and that the Covid-19 pandemic had “hampered and delayed the District’s ability to execute certain provisions in a timely manner.”

Barnes, who remains on the school board, said she welcomed the continued monitoring by the government, because, she said, “we still have work to do.”

“There’s not a bad child – there’s a child reacting to a bad situation,” she said, sitting in a cafe in downtown Toledo, and noting the many serious issues faced by young people, such as gun violence and food insecurity.

“Maybe I can’t read. So, I’m gonna disrupt the class, because I don’t want to get embarrassed,” said Barnes. “Or if you ask me where my homework is, I’m gonna make some silly jokes and get kicked out, because I don’t want people to know that I didn’t have a home to sleep in last night, or I couldn’t do my homework, because we didn’t have power.”

Sometimes disruptive behavior starts with a small incident – like a student calling out in class. If a teacher has trouble redirecting the child, it can escalate, and the classroom can become chaotic. Teachers sometimes conclude that removing the child who is being loud is in the best interest of the whole class.

Experience and training can provide teachers with tools to address student conduct without suspensions.

One study in California published last year found that it was often the least-experienced teachers who relied on removing disruptive students from the classroom, and that even three years of teaching experience led to a substantial drop in the number of students referred for discipline.

The same study found that, among teachers who removed students from class and sent them to the principal’s office for disciplinary action, the top 5 percent did this so often that they accounted for most of the racial gaps in these referrals – effectively doubling those gaps.

Those gaps are largely driven by incidents that require a more subjective call, such as for “defiance,” rather than more objective categories like drug use or skipping class, according to Jing Liu, an assistant professor of education at the University of Maryland and one of the study’s authors. 

Related: Civil rights at stake: Black, Hispanic students blocked from class for missing class

Other researchers argue that stressful environments can bolster racial inequities.

“When people are stressed out, when they are under pressure, when they don’t have the time to think through a response, they are more likely to rely on racial biases,” said Juan Del Toro, a professor in the psychology department at the University of Minnesota, Twin Cities, who has studied the impact of discipline policies on Black students. 

Del Toro argues that more support for teachers could bring down the number of suspensions for low-level offenses, which in turn could help more students perform well academically. His research showed that when students committed minor misbehavior infractions, those who were suspended experienced significant negative academic consequences, compared with students who were just written up for the same kind of offense. 

In Toledo, Jamarion, a 10th grader at E. L. Bowsher High School, was serving an in-school suspension last December for getting in an argument with another student when he was assigned an additional three days for talking in the suspension room.

“We were just talking about the way we were feeling, bored and all that. You’re just sitting there all day staring at the wall or doing your homework,” said Jamarion, who is 15. (His last name is being withheld to protect his privacy.) “You should at least get a warning or something.”

“It’s not fair,” he said. “I was mad, upset.” And he said he was concerned about missing more math classes and falling behind.

Related: How career and technical education shuts out Black and Latino students from high-paying professions     

Educators and administrators emphasize that simply banning suspensions for low-level offenses would not change school culture or help educators find alternatives. “It could fix the data,” said Myree, the former Cincinnati principal, “but it might not fix what’s going on in the building.”

Some districts in Ohio, such as Cleveland Municipal, reduced the number of disobedience suspensions of Black children over the past year, but the number in Ohio overall climbed to more than 78,400 in 2022-23, up 16 percent from the previous year.

Izetta Thomas spent 18 years as an educator in Columbus public schools in Ohio and is now the education justice organizer for the Columbus Education Association, the union that represents Columbus educators. 

She believes individual teachers have a responsibility for their actions, but that teacher-prep programs and the school system itself could do more to curb the overuse of suspensions. 

“It’s hard for educators because a lot of us might feel like this [discipline decisions] is not what I signed up to do, this is not what I learned in my college classroom,” said Thomas. “But why isn’t it a part of teacher training in colleges? Why isn’t understanding of our own biases and lenses and those that are different from ours, why aren’t we taught early on what that is?”

“Everybody needs Band-Aids, she added, “but Band-Aids only last so long.”

Editors’ note: The Hechinger Report’s Fazil Khan had nearly completed the data analysis and reporting for this project when he died in a fire in his apartment building. Read about the internship fund created to honor his legacy as a data reporter. USA TODAY Senior Data Editor Doug Caruso completed data visualizations for this project based on Khan’s work.

This story about racial disparities in school discipline was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education.

The post ‘It was the most unfair thing’: Disobedience, discipline and racial disparity appeared first on The Hechinger Report.

The Hechinger Report spent the last year investigating a major subset of school discipline: suspensions and expulsions for vague, subjective categories like defiance, disruption and disorderly conduct. 

We started this project with some basic questions: How often were states suspending students for these reasons? What kinds of behavior do educators say constitute defiance or disorder, anyway? And were some students more likely to be punished for these kinds of things than others?

Answering these questions revealed how overwhelmingly common these types of suspensions are for a broad range of behavior, including minor incidents. Here’s how we did it.

How did we get state and district level suspension data?

We attempted to get data from all 50 states, but there is no single place to get school discipline data broken down by suspension category. States do not report this information to the federal government. In fact, some states don’t even collect it from their districts. 

When possible, we downloaded the data from the state’s department of education website. When it wasn’t readily available we submitted public records requests.

In the case of New Mexico, we used data obtained and published by ProPublica.

What did we ultimately collect? 

In the end, we obtained the data we were looking for from 20 states: Alabama, California, Georgia, Indiana, Maryland, New Hampshire, New Mexico, Ohio, Vermont, Washington, Minnesota, Mississippi, Massachusetts, Alaska, Colorado, Louisiana, Montana, North Carolina, Oregon and Rhode Island.

In most cases, we received data from 2017-18 to 2021-22. In the case of Vermont, however, we did not have data for 2021-22 and in North Carolina, we had data only for 2019-2020 and 2020-2021.

We had demographic data that allowed us to examine the racial and special education disparities in California, Indiana, Vermont, New Mexico, Montana, Maryland, Ohio, Rhode Island, Mississippi and Massachusetts.

Was the data uniform?

Far from it. Each state has its own categories for student discipline, ranging from just six reasons a student can get suspended in California to more than 80 in Massachusetts. 

First, we identified any of the categories that had to do with disrespect, disorder or disruption and singled them out. These were the primary focus of our analysis. But we also wanted to know how suspensions for these reasons compared to others. 

To do that, we looked for common threads among suspension categories and created our own larger categorizations. For example, any offense category that had involved alcohol, drugs or tobacco was grouped into the category “alcohol/drugs/tobacco.”  Any offense  that involved fighting or physical aggression we put into a category called “physical violence.” These groupings were made following research into state discipline codes and discussion. We also showed our groupings to experts to get their feedback. In the end, we had 16 unique categories. We added the numbers from all state categories that fell into one of our larger groups. 

This allowed for an overall look at how many punishments were assigned for broad types of behavior. Yet because of discrepancies in discipline definitions in each state, direct comparisons between states are not advisable.

How did we deal with missing or redacted data?

In all of the states, suspensions below a specific count (generally fewer than 10 but in some cases fewer than five) were redacted to make sure no student could be identified. We considered them as zero since there was no way to accurately assess that number. In most states, this did not affect the overall findings. In smaller states or districts, where we saw or expected significant redactions, we only looked at grand totals.

Did the data have any other limitations?

Yes, once again, we had to contend with a lack of uniformity in how states gather this information. In some places, we obtained information only for suspensions. In others, the data included expulsions. In Alabama, instances of corporal punishment and alternative school placement were also included.

Some states only allowed districts to report a single reason for a suspension. Others allow several reasons to be selected. And, muddying the waters further, some states reported numbers of students who were suspended, while others reported the number of incidents that led to suspension. We’ve made a list available with details about individual states. 

How did we analyze demographic disparities?

We calculated the rate of suspension by looking at the number of students of a particular race suspended per 100 students of that race in a state or district. The comparisons between rates of suspensions of Black students and white students were made by dividing the rate of suspension for the former by the rate of suspension for the latter. For instance, if Black students were suspended at a rate of four students per 100 Black students in a state and white students were suspended at a rate of two students per 100 white students, then Black students were suspended at twice the rate of suspension of white students (4/2 = 2).

We did the same analysis for students with disabilities relative to their general-education peers.

How do we know what kind of behavior students were suspended for?

We submitted public records requests to dozens of school districts across the country asking for the most recent year or two years of discipline records for any suspensions assigned in their category of defiance or disorderly conduct.  

Most districts denied our request or never responded. Some estimated it would cost tens of thousands of dollars for them to pull the records. In all, 12 districts in eight states granted our request for free or for a more affordable cost. This gave us more than 7,000 discipline records to analyze.

So how did you analyze them? 

After reading through many of the records to begin to identify patterns, we once again made some broad categories of behavior that kept coming up, including talking back to an educator, swearing or refusing a direct order. 

About 1,700 of the records were in PDFs (including some with handwritten notes) that could not easily be converted to a spreadsheet. We coded all of these by hand, checking if the incident contained any of our categories and marking yes or no. We also hand-coded 1,500 of the remaining records. Each incident could have as many “yeses” as merited. We checked each other’s work to make sure we were being consistent. 

We then used a machine-learning library and trained a model with our labeled dataset and used the trained model to predict the remaining incident reports for the same categories. The accuracy of the model in predicting the incidences (on a test dataset which was taken out from the labeled dataset) varied across categories but, overall, the model had a low rate of false positives. We also spot checked the findings to make sure records were not being miscategorized. 

This story about discipline data was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The post Hechinger’s school discipline project: How we did it appeared first on The Hechinger Report.

A Rhode Island student smashed a ketchup packet with his fist, splattering an administrator. Another ripped up his school work. The district called it “destruction of school property.” A Washington student turned cartwheels while a PE teacher attempted to give instructions. 

A pair of Colorado students slid down a dirt path despite a warning. An Ohio 12th grader refused to work while assigned to the in-school suspension room. Then there was the Maryland sixth grader who swore when his computer shut off and responded “my bad” when his teacher addressed his language. 

Their transgressions all ended the same way: The students were suspended.

Discipline records state the justification for their removals: These students were disorderly. Insubordinate. Disruptive. Disobedient. Defiant. Disrespectful. 

At most U.S. public schools, students can be suspended, even expelled, for these ambiguous and highly subjective reasons. This type of punishment is pervasive nationwide, leading to hundreds of thousands of missed days of school every year, and is often doled out for misbehavior that doesn’t seriously hurt anyone or threaten school safety, a Hechinger Report investigation found. 

Districts cited one of these vague violations as a reason for suspending or expelling students more than 2.8 million times from 2017-18 to 2021-22 across the 20 states that collect this data. That amounted to nearly a third of all punishments recorded by those states. Black students and students with disabilities were more likely than their peers to be disciplined for these reasons. 

Many discipline reform advocates say that suspensions should be reserved for only the most serious, dangerous behaviors. Those, the analysis found, were much less common. Violations of rules involving alcohol, tobacco or drugs were cited as reasons for ejecting students from classes about 759,000 times, and incidents involving a weapon were cited 131,000 times. Even infractions involving physical violence — such as fighting, assault and battery — were less common, with about 2.3 million instances. (Learn more about the data and how we did our analysis.)

Because categories like defiance and disorderly conduct are often defined broadly at the state level, teachers and administrators have wide latitude in interpreting them, according to interviews with dozens of researchers, educators, lawyers and discipline reform advocates. That opens the door to suspensions for low-level infractions.  

“Those are citations you can drive a truck through,” said Jennifer Wood, executive director for the Rhode Island Center for Justice. 

The Hechinger Report also obtained more than 7,000 discipline records from a dozen school districts across eight states through public records requests. They show a wide range of behavior that led to suspensions for things like disruptive conduct and insubordination. Much of the conduct posed little threat to safety. For instance, students were regularly suspended for being tardy, using a phone during class or swearing. 

Decades of research have found that students who are suspended from school tend to perform worse academically and drop out at higher rates. Researchers have linked suspensions to lower college enrollment rates and increased involvement with the criminal justice system.

These findings have spurred some policymakers to try to curtail suspensions by limiting their use to severe misbehavior that could harm others. Last year, California banned all suspensions for willful defiance. Other places, including Philadelphia and New York City, have similarly eliminated suspensions for low-level misconduct. 

Elsewhere, though, as student behavior has worsened following the pandemic, legislators are calling for stricter discipline policies, concerned for educators who struggle to maintain order and students whose lessons are disrupted. These legislative proposals come despite warnings from experts and even classroom teachers who say more suspensions — particularly for minor, subjective offenses — are not the answer. 

Roberto J. Rodríguez, assistant U.S. education secretary, said he was concerned by The Hechinger Report’s findings. “We need more tools in the toolkit for our educators and for our principals to be able to respond to some of the social and emotional needs,” he said. “Suspension and expulsion shouldn’t be the only tool that we pull out when we see behavioral issues.”

In Rhode Island, insubordination was the most common reason for a student to be suspended in the years analyzed. Disorderly conduct was third. 

In the Cranston Public Schools, these two categories accounted for half of the Rhode Island district’s suspensions in 2021-22. Disorderly conduct alone made up about 38 percent. 

Behavior that led to a such a suspension there in recent years included:

• Getting a haircut in the bathroom;
• Putting a finger through the middle of another student’s hamburger at lunch;
• Writing swear words in an email exchange with another student;
• Throwing cut up pieces of paper in the air;
• Stabbing a juice bottle with a pencil and getting juice all over a table and peers; and
• Leapfrogging over a peer and “almost” knocking down others.

Cranston school officials did not respond to repeated requests for comment.

Rhode Island Department of Education spokesperson Victor Morente said in an email that the agency could not comment on specific causes for suspension, but that the department “continues to underscore that all options need to be exhausted before schools move to suspension.” 

The department defines disorderly conduct as “Any act which substantially disrupts the orderly conduct of a school function, [or] behavior which substantially disrupts the orderly learning environment or poses a threat to the health, safety, and/or welfare of students, staff, or others.”

Related: In New York state, students can be suspended for up to an entire school year

Many states use similarly unspecific language in their discipline codes, if they provide any guidance at all, a review of state policies found. 

For education departments that do provide definitions to districts, subjectivity is frequently built in. In Louisiana’s state guidance, for instance, “treats authority with disrespect” includes “any act which demonstrates a disregard or interference with authority.”

Ted Beasley, spokesperson for the Louisiana Department of Education, said in an email that discipline codes are not defined in state statutes and that “school discipline is a local school system issue.” 

Officials in several other states said the same.

The result, as demonstrated by a review of discipline records from eight states, is a broad interpretation of the categories: Students were suspended for shoving, yelling at peers, throwing objects, and violating dress codes. Some students were suspended for a single infraction; others broke several rules. 

In fewer than 15 percent of cases, students got in trouble for using profanity, according to a Hechinger analysis of the records. The rate was similar for when they yelled at or talked back to administrators. In at least 20 percent of cases, students refused a direct order and in 6 percent, they were punished for misusing technology, including being on the cell phones during class or using school computers inappropriately. 

“What is defiance to one is not defiance to all, and that becomes confusing, not just for the students, but also the adults,” said Harry Lawson, human and civil rights director for the National Education Association, the country’s largest teachers union. “Those terms that are littered throughout a lot of codes of conduct, depending on the relationship between people, can mean very different things.”

But giving teachers discretion in how to assign discipline isn’t necessarily a problem, said Adam Tyner, national research director at the Thomas B. Fordham Institute. “The whole point of trusting, in this case, teachers, or anyone, to do their job is to be able to let them have responsibility and make some judgment calls,” he said.

Tyner added that it’s important to think about all students when considering school discipline policies. “If a student is disrupting the class, it may not help them all that much to take them and put them in a different environment, but it sure might help the other students who are trying to learn,” he said. 

Johanna Lacoe spent years trying to measure exactly that — the effect of discipline reforms on all students In Philadelphia, including those who hadn’t been previously suspended. The district banned out-of-school suspensions for many nonviolent offenses in 2012. 

Critics of the policy shift warned that it would harm students who do behave in class; they’d learn less or even come to school less often. Lacoe’s research found that schools faithfully following the new rules saw no decrease in academic achievement or attendance for non-suspended students. 

But, the policy wasn’t implemented consistently, the researchers found. The schools that complied already issued the fewest suspensions; it was easier for them to make the policy shift, Lacoe said. In schools that kept suspending students, despite the ban, test scores and student attendance fell slightly.

Overall, though, students who had been previously suspended showed improvements. Lacoe called eliminating out-of-school suspensions for minor infractions a “no brainer.”

“We know suspensions aren’t good for kids,” said Lacoe, the research director of the California Policy Lab’s site at the University of California, Berkeley.* The group partners with government agencies to research the impact of policies. “Kicking kids out of school and providing them no services and no support and then returning them to the environment where nothing has changed is not a good solution.” 

Related: Hidden expulsions? Schools kick students out but call it a ‘transfer’

This fall, two high schoolers in Providence, Rhode Island, walked out of a classroom. They later learned they were being suspended for their action, because it was disrespectful to a teacher.

On her first day back after the suspension, one of the students, Sara, said she went to her teacher to talk through the incident. It was something she wished she’d had the chance to do without missing a couple days of school.

“Suspending someone, not talking to someone, that’s not helping,” said Sara, whose last name is being withheld to protect her privacy. “You’re not helping them to succeed. You’re making it worse.”

In 2021-22, disorderly conduct and insubordination made up a third of all Providence Public School suspensions. 

District spokesperson Jay Wegimont said in an email that the district uses many alternatives to suspension and out-of-school suspensions are only given to respond to “persistent conduct which substantially impedes the ability of other students to learn.”

Some parents and students interviewed asked not to have their full names published, fearing retaliation from their school districts. But nearly all parents and students who have dealt with suspension for violations such as disrespect and disorderly conduct also said that the punishment often did nothing but leave the student frustrated with the school and damage the student’s relationships with teachers. 

At a Cincinnati high school in 2019, Yousuf Munir led a peaceful protest about the impact of climate change, with about 50 fellow students. Munir, then a junior, planned to leave school and join a larger protest at City Hall. The principal said Munir couldn’t go and threatened to assign detention.

Munir left anyway.

That detention morphed into suspension for disobeying the principal, said Munir, who remembers thinking: “The only thing you’re doing is literally keeping me out of class.”

The district told The Hechinger Report that Munir was suspended for leaving campus without written permission, a decision in line with the district’s code of conduct. 

The whole incident left Munir feeling “so angry I didn’t know what to do with it.” They went on to start the Young Activists Coalition, which advocated for fair discipline and restorative practices at Cincinnati Public Schools.

Now in college, Munir is a mentor to high school kids. “I can’t imagine ever treating a kid that way,” they said. 

Parents and students around the country described underlying reasons for behavior problems that a suspension would do little to address: Struggles with anxiety. Frustration with not understanding classwork. Distraction by events in their personal lives. 

Discipline records are also dotted with examples that indicate a deeper cause for the misbehavior.

In one case, a student in Rhode Island was suspended for talking back to her teachers; the discipline record notes that her mother had recently died and the student might need counseling. A student in Minnesota “lost his cool” after having “his buttons pushed by a couple peers.” He cursed and argued back. A Maryland student who went to the main office to report being harassed cursed at administrators when asked to formally document it. 

To be sure, discipline records disclose only part of a school’s response, and many places may simultaneously be working to address root causes. Even as they retain — and exercise — the right to suspend, many districts across the country have adopted alternative strategies aimed at building relationships and repairing harm caused by misconduct. 

“There needs to be some kind of consequence for acting out, but 9 out of 10 times, it doesn’t need to be suspension,” said Judy Brown, a social worker in Minneapolis Public Schools.

Related: Preventing suspensions: Tackle discipline problems with empathy first

Some educators who have embraced alternatives say in the long run they’re more effective. Suspension temporarily removes kids; it rarely changes behavior when they return. 

“It’s really about having the compassion and the time and patience to be able to have these conversations with students to see what the antecedent of the behavior is,” Brown said. “It’s often not personal; they’re overwhelmed.” 

In some cases, students act out because they don’t want to be at school at all and know the quickest escape is misbehavior. 

On Valentine’s day 2022, a Maryland seventh grader showed up to school late. She then refused to go to class or leave the hallway and, according to her Dorchester County discipline record, was disrespectful towards an educator. “These are the behaviors [the student] typically displays when she does not want to go to class,” her record reads. 

By 8:30 she was suspended and sent home for three days.

Dorchester County school officials declined to comment. In 2021-22, 38 percent of suspensions and expulsions in the district were assigned for disrespect and disruption.

Last year, administrators in Minnesota’s Monticello School District spent the summer overhauling their discipline procedures and consequences, out of concern that students of color were being disproportionately disciplined. They developed clearer definitions for violation categories and instituted non-exclusionary tools to deal with isolated minor misbehaviors.

Previously, the district suspended students for telling an “inappropriate joke” in class or cursing, records show. Those types of behavior will now be dealt with in schools, Superintendent Eric Olsen said, but repeated refusals and noncompliance could still lead to a suspension.

“Would I ever want to see a school where we can’t suspend? I would not,” he said. “Life is always about balance.”

Olsen wants his students — all students — to feel valued and be successful. But they’re not his only consideration. “You also have to think of your employees,” he said. “There’s also that fine line of making sure your staff feels safe.” 

Related: Some kids have returned to in-person learning only to be kicked right back out

Monticello, like most school districts across the country, has seen an increase in student misconduct since schools reopened after pandemic closures. A 2023 survey found that more than 40 percent of educators felt less safe in their schools compared with 2019 and, in some instances, teachers have been injured in violent incidents, including shootings. 

And even before 2020, educators nationwide were warning that they lacked the appropriate mental health and social service supports to adequately deal with behavior challenges. Some nonviolent problems, like refusal to put phones away or stay in one’s seat, can make it difficult for teachers to effectively do their jobs. 

And the discipline records reviewed by The Hechinger Report do capture a sampling of more severe misbehavior. In some cases, students were labeled defiant or disorderly for fighting, throwing chairs or even hitting a teacher. 

Shatara Clark taught for 10 years in Alabama before feeling too disrespected and overextended to keep going. She recalled regular disobedience from students. 

“Sometimes I look back like, ‘How did I make it?’” Clark said. “My blood pressure got high and everything.” 

She became so familiar with the protocol for discipline referrals that she can still remember every step two years after leaving the classroom. In her schools, students were suspended for major incidents like fighting or threatening a teacher but also for repeated nonviolent behavior like interrupting or speaking out in class. 

Clark said discipline records often don’t show the full context. “Say for instance, a boy got suspended for talking out of turn. Well, you’re not going to know that he’s done that five times, and I’ve called his parents,” she said. “Then you see someone that’s been suspended for fighting, and it looks like the same punishment for a lesser thing.”

In many states, reform advocates and student activists pushing to ban harsh discipline policies have found a receptive audience in lawmakers. Many teachers are also sympathetic to their arguments; the National Education Association and American Federation of Teachers support discipline reform and alternatives to suspension. 

In some instances, though, teachers have resisted efforts to curtail suspensions, saying they need to have the option to remove kids from school.

Many experts say the largest hurdle to getting teachers to embrace discipline reforms is that new policies are often rolled out without training or adequate staffing and support. 

Without those things, “the policy change is somewhat of a paper tiger,” said Richard Welsh, an associate professor of education and public policy at Vanderbilt University. “If we don’t think about the accompanying support, it’s almost as if some of these are unfunded mandates.”  

In Monticello, Olsen has focused on professional development for teachers to promote alternatives to suspension. The district has created space for students to talk about their actions and how they can rebuild relationships. 

It’s still a work in progress. Teacher training, Olsen says, is key. 

“You can’t just do a policy change and expect everyone to magically do it.”

Reporting contributed by Hadley Hitson of the Montgomery Advertiser and Madeline Mitchell of the Cincinnati Enquirer, members of the USA TODAY Network; and Amanda Chen, Tazbia Fatima, Sara Hutchinson, Tara García Mathewson, and Nirvi Shah, The Hechinger Report. 

Editors’ note: The Hechinger Report’s Fazil Khan had nearly completed the data analysis and reporting for this project when he died in a fire in his apartment building. Read about the internship fund created to honor his legacy as a data reporter. USA TODAY Senior Data Editor Doug Caruso completed data visualizations for this project based on Khan’s work.

*CLARIFICATION: This article has been updated to clarify Johanna Lacoe’s title. She is the research director of the California Policy Lab’s site at the University of California, Berkeley.

This story about classroom discipline was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The post Vague school rules at the root of millions of student suspensions appeared first on The Hechinger Report.

SALISBURY, Md. — Three times a week, on average, a police car pulls up to a school in Wicomico County on Maryland’s Eastern Shore. A student is brought out, handcuffed and placed inside for transport to a hospital emergency room for a psychiatric evaluation.

Over the past eight years, the process has been used more than 750 times on children. Some are as young as 5 years old.

The state law that allows for these removals, which are known as emergency petitions, intended their use to be limited to people with severe mental illness, those who are endangering their own lives or safety or someone else’s. The removals are supposed to be the first step in getting someone involuntarily committed to a psychiatric hospital.

But advocates say schools across the country are sending children to the emergency room for psychiatric evaluations in response to behaviors prompted by bullying or frustration over assignments. The ER trips, they say, often follow months, and sometimes years, of the students’ needs not being met.

In most places, information about how often this happens is hidden from the public, but in districts where data has been made available, it’s clear that Black students are more frequently subjected to these removals than their peers. Advocates for students with disabilities say that they, too, are being removed at higher rates.

“Schools focus on keeping kids out rather than on keeping kids in,” said Dan Stewart, managing attorney at the National Disability Rights Network. “I think that’s the fundamental crux of things.”

In 2017, as part of a settlement with the Department of Justice intended to address widespread racial disparities in how students were disciplined, schools in Wicomico County agreed not to misuse emergency petitions. But while the number of suspensions and expulsions declined, mandated trips to the emergency room ticked up.

Last year, children were handcuffed and sent to the emergency room from Wicomico schools at least 117 times — about once per every 100 students — according to data obtained from public records requests to the Wicomico County Sheriff’s Office.

At least 40 percent of those children were age 12 or younger. More than half were Black children, even though only a little more than a third of Wicomico public school children are Black.

In interviews, dozens of students, parents, educators, lawyers and advocates for students with disabilities in Wicomico County said that a lack of resources and trained staff, combined with a punitive culture in some of the schools, are behind the misuse of emergency petitions.

One Wicomico mom, who asked for anonymity because she feared retaliation from the school, recalled the terror she felt when she got the phone call saying that her son’s school was going to have him assessed for a forced psychiatric hospitalization. When she arrived at the school, she said, her son was already in handcuffs. He was put in the back of a police car and taken to the hospital.

“He said his wrists hurt from the handcuffs,” the boy’s mom said. “He was just really quiet, just sitting there, and he didn’t understand why he was in the hospital.”

The use of psychiatric evaluations to remove children from school isn’t just happening in Wicomico. Recent data shows that New York City schools still call police to take children in emotional distress to the emergency room despite a 2014 legal settlement in which they agreed to stop the practice.

A Kentucky school district was found to have used a forced psychiatric assessment on kids more than a thousand times in a year.

In Florida, thousands of school-aged children are subjected to the Baker Act, the state’s involuntary commitment statute.

In a settlement with the Education Department’s Office of Civil Rights, , the Stockton Unified School District in California agreed to protocols that require other interventions before referring students with disabilities for psychiatric evaluation.

In Maryland, Wicomico uses emergency petitions more often per capita than almost every other Maryland district where data is available. Baltimore City, for example, last year had 271 emergency petitions from schools, compared with Wicomico’s 117, according to data obtained from law enforcement agencies through public records requests. But Baltimore City’s student population is five times as large.

‘Trying to get him out of school’

Wicomico parents describe struggling to get support from the schools when their children fall behind on basics like reading and math in early grades. These gaps in learning can lead to frustration and behaviors that are challenging for teachers to manage.

The Wicomico mother whose son was handcuffed said she fought for years with administrators to obtain accommodations for her child, who is autistic, an experience echoed by other parents. Her son, who also has ADHD, was several years behind in reading by the time he got to middle school. The mother said he was sent to the hospital after an outburst rooted in frustration, not mental illness.

She recalled school officials telling her, “‘He doesn’t have special needs, he just has anger issues.’ They were trying to get him out of the school.”

Her son had grown increasingly discouraged and agitated over an assignment he was unable to complete, she said. The situation escalated, she said, when the teacher argued with him. The student swiped at his desk and knocked a laptop to the floor, and the school called for an emergency petition. After being taken to the hospital in handcuffs, he was examined and released.

“After that, he went from angry to terrified,” she said. “Every time he saw the police, he would start panicking.”

A spokeswoman from the Wicomico County Public Schools said that emergency petitions “are used in the most extreme, emergency situations where the life and safety of the student or others are at risk.”

“[Emergency petitions] are not used for disciplinary purposes and frequently do not result from a student’s behaviors,” Tracy Sahler, the spokeswoman, said in an email. “In fact, a majority of EPs are related to when a student exhibits suicidal ideation or plans self-harm.”

Schools did not respond to questions about why the rate of emergency petitions was so much higher in Wicomico than in other counties in Maryland. The Sheriff’s Department declined to share records that would show the reasons for the removals.

Educators stretched thin

By law, certain classroom removals must be recorded. Schools are required to publicly report suspensions, expulsions and arrests — and the data reveals racial disparities in discipline. Those statistics are what state and federal oversight agencies typically use to judge a school, and they often serve as triggers for oversight and investigations.

But with the notable exceptions of Florida and New York City, most places do not routinely collect data on removals from schools for psychiatric assessments. That means oversight agencies don’t have access to the information.

Without insight into how often schools are using psychiatric removals on children, there is no way to hold them accountable, said Daniel Losen, senior director for the education team at the National Center for Youth Law.

“The civil rights of children is at stake, because it’s more likely it’s going to be Black kids and kids with disabilities who are subjected to all kinds of biases that deny them an educational opportunity,” he said.

Families who have experienced emergency petitions say that the educators who can best communicate with their child are stretched thin, and measures that could de-escalate a situation are not always taken. The day that her son was sent to the hospital, the Wicomico mother who requested anonymity recalled, the administrator who had consistently advocated for him was out of the building.

In another instance, a middle schooler said that the required accommodations for his learning and behavioral disabilities included being allowed to take a walk with an educator he trusted. The day he was involuntarily sent to the hospital, that staff member was unavailable. When he tried to leave the building to take a walk on his own, an administrator blocked him from leaving. The student began yelling and spat at the staffer. He said that by the time police arrived, he was calm and sitting in the principal’s office. Still, he was handcuffed and taken to the hospital where he was examined and released a few hours later.

Because emergency petitions happen outside the standard discipline process, missed school days are not recorded as suspensions. For students with disabilities, that has special consequences — they are not supposed to be removed from class for more than 10 days without an evaluation on whether they are receiving the support they need.

“If you use the discipline process, and you’re a student with a disability, your rights kick in,” said Selene Almazan, legal director for the Council of Parent Attorneys and Advocates. With emergency petitions, the same rules do not apply.

In many places around the county, the resources needed to support students with disabilities are scarce.

“‘He doesn’t have special needs, he just has anger issues.’ They were trying to get him out of the school.”

Wicomico, Maryland, mother whose autistic son was sent to hospital in handcuffs

On Maryland’s Eastern Shore, lawyers and advocates for families said the spectrum of alternatives for students is limited by both money and geography. Those can include private, out-of-district placements and specialized classrooms for specific needs like dyslexia, for example. 

“If it’s a resource-rich school system, you can provide services and supports,” said Maureen van Stone, director of the Maryland Center for Developmental Disabilities at Kennedy Krieger Institute. “If you need a walk, if you need a sensory work break, if you need to go see the school counselor, those kinds of things can prevent some of this escalation of getting to the point that you’re … emergency petitioning.”

When children need targeted services that are unavailable in the local district, the district must allow them to be educated outside the school system — and pay for it.

“You’re stuck between a rock and a hard place because you’re like, ‘This kid needs more services,’ but you can’t get the school to agree,” said Angela Ford, clinical director at Maple Shade Youth and Family Services, which serves children with emotional and behavioral disabilities in Wicomico.

Last year, only one student was placed in a private day school, according to data from the Maryland State Department of Education.

ER trips increased after settlement

The 2017 settlement with the Justice Department required the Wicomico district to reduce the significant racial and disability-related disparities in suspensions, placements in alternative schools and other discipline measures.

The district agreed not to use emergency petitions when “less intrusive interventions … can be implemented to address the behavioral concern,” and not to use them “to discipline or punish or to address lack of compliance with directions.”

But since the settlement, many parents, teachers and community leaders said the district has seemed more concerned with keeping suspension numbers down than providing support for teachers to help prevent disruptive behavior.

“If we know how to handle and deal with behaviors, then we will have less EPs,” said Anthony Mann, who was an instructional aide at Wicomico County High School last year and is a Wicomico public school parent.

“The civil rights of children is at stake, because it’s more likely it’s going to be Black kids and kids with disabilities who are subjected to all kinds of biases that deny them an educational opportunity.”

Daniel Losen, senior director for the education team at the National Center for Youth Law

Tatiyana Jackson, who has a son with a disability at Wicomico Middle School, agrees teachers need more training. “I don’t think they have a lot of patience or tolerance for children with differences. It’s like they give up on them.”

Wicomico school officials said ongoing professional development for staff includes the appropriate use of emergency petitions.

“Each school has a well-trained team that includes a social worker and school counselor, with the support of school psychologists,” said Sahler. “All supports that may be beneficial to assist the student are utilized. However, the safety of the student is paramount, and the determining factor is ensuring that there is no unnecessary delay in obtaining aid for the student.”

But Denise Gregorius, who taught in Wicomico schools for over a decade and left in 2019, questioned the feasibility of the discipline and behavior strategies taught during professional development.

“The teachers, when they said they wanted more discipline, really what they’re saying is they want more support,” she said.

“You’re stuck between a rock and a hard place because you’re like, ‘This kid needs more services,’ but you can’t get the school to agree.”

Angela Ford, clinical director at Maple Shade Youth and Family Services

Under the terms of the settlement, Wicomico was under federal monitoring for two years. Since then, the number of suspensions and expulsions has declined markedly — for both Black and white students.

But the number of emergency petitions, which don’t appear in state statistics and are often only revealed through FOIA requests, has edged up. And other measures of exclusionary discipline remained high, including school arrests. In 2021-22, Wicomico had 210 school-based arrests — the second-highest number in the state, while they were 15th in student enrollment. More than three-quarters of the children arrested were Black, and 80 percent were students with disabilities; 37 percent of Wicomico students are Black, and 10 percent of Wicomico students have disabilities.

“Monitoring the numbers doesn’t bring you the solution,” said Losen, from the National Center for Youth Law. “If you’re going to a district where they’re resistant, and they have sort of draconian policies that they can’t justify educationally and there are large racial disparities, the problem is more than what they’re doing with discipline.”

The Department of Justice declined to comment.

Black parents point to culture problem

Some Wicomico parents and educators point to an insular culture in the school district where problems are hidden rather than resolved.

They are frustrated, for example, that there is no relationship with the county’s mobile crisis unit, which is often relied on in other counties to help de-escalate issues instead of calling the police.

Many Black parents say they believe their children are more often viewed as threats than as children who need support.

Jermichael Mitchell, a community organizer who is an alum and parent in Wicomico County Schools, said that teachers and school staff often do not know how to empathize with and respond to the trauma and unmet needs that may lead to children’s behavior. 

Last year, among children sent to the hospital on emergency petitions by Wicomico schools, at least 40 percent were age 12 or younger and more than half were Black children..

“A Black kid that’s truly going through something, that truly needs support, is always looked at as a threat,” he said. “You don’t know how those kids have been taught to cry out for help. You don’t know the trauma that they’ve been through.”

Studies have found that Black and Latino children who have a teacher of the same race have fewer suspensions and higher test scores. Such educator diversity is lacking in Wicomico County: Its schools have the largest gap in the state between the percentages of students of color and teachers of color .

Wicomico school officials said they do not discriminate against any of their students.

A Wicomico teenager described a years-long process of becoming alienated from school, with an emergency petition as the ultimate break. He said he was bullied in middle school over a series of months until one day he snapped and hit the student who had been taunting him.

The school called the police. He told the officers not to touch him, that he needed to calm down. Instead, the officers grabbed him and shoved him onto the ground, he said. He was handcuffed and transported to the emergency room. But when he returned to school, he said the only thing that was different was how he felt about the adults in the building.

“I got used to not trusting people, not talking to people at school,” he said. “Nothing else really changed.”

This story about emergency petitions was produced by The Associated Press and The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education.

The post The school district where kids are sent to psychiatric emergency rooms more than three times a week — some as young as 5 appeared first on The Hechinger Report.

School libraries should be places where students can learn independently and think creatively outside the traditional classroom. But that won’t happen under a new plan proposed for Houston, the largest school district in Texas. Instead, spaces once reserved for quiet contemplation of books will now be transformed into disciplinary spaces for troubled students.

This summer, the Houston Independent School District decided to close school libraries and replace them with discipline centers. Parents and educators are concerned that this might harm struggling students in a state with the country’s fourth-lowest literacy rate, and fear that the new policy will do nothing to address some of the root causes of student misbehavior, which often include difficulties with literacy.

Superintendent Mike Miles, who was appointed by the Texas Education Agency to lead the district after it was taken over by the state, is pushing the policy. In an NPR interview, Miles explained that disruptive students will be sent to these discipline centers and then rejoin their classmates virtually.

Schools have attempted to address misbehavior with stricter discipline practices for years, but resorting to virtual participation — and virtual problem solving — is not the answer.

Districts should examine why a student chooses to communicate an unmet need by disrupting the classroom. All behaviors are a form of communication; misbehavior specifically is sometimes the only form of expression available to a student at the time.

More times than not, misbehavior is a response to a perceived stressor in the child’s environment hindering them from making more “appropriate” choices in the moment. Learning how to read, write, speak and listen — communication — requires more than understanding phonemic awareness, spelling or vocabulary. It requires the activation of the frontal lobe, which is responsible for reading fluency, speech, grammatical usage and comprehension.

Related: The newest form of school discipline: Kicking kids out of class and into virtual learning

In their book “The Whole-Brain Child,” Dan Siegel and Tina Payne Bryson refer to this area as the “upstairs brain.” They explain that the lower and mid parts of the brain (the “downstairs,” or survival, brain), must feel cool, calm and collected before access is granted upstairs. Many things can contribute to the downstairs brain hijacking everything and revoking access to the part our students need to control their impulses, problem solve and excel in communication.

Traumatic experiences are the main culprit. They include not only the difficult childhood events we often hear about but also detrimental community and environmental experiences, such as structural racism, low pay, a global pandemic and climate crises. All can have negative effects on growing and learning. If Houston’s plan is truly a systemic reform, as its proponents claim, why aren’t we also holding these larger systems responsible for the impact they have on student behavior?

Struggling with any academic skills can bring feelings of shame, which is a vulnerable emotion often hidden under challenging behaviors.

Feelings of anger, frustration or stress, which can be caused by struggles with reading or other comprehension, can also lead to the downstairs brain hijacking the upstairs brain. When this hijacking happens, it can look like students are highly anxious or behaving aggressively toward themselves or others. Struggling with any academic skills can bring feelings of shame, which is a vulnerable emotion often hidden under challenging behaviors, many of which could get a student sent to the proposed “team centers.” A library and supportive librarian would benefit them more.

Not every misbehavior is the result of an issue with literacy, but every misbehavior communicates a need. While discipline is necessary, it should not end there.

Districts and school administrators need to recognize that a student’s behavior might be a trauma or stress response, and they need to learn how to respond constructively. This is known as a trauma-informed approach. Concurrently, restorative discipline practices focus on repairing any harm caused, while sparing the dignity of the student without excluding them from their community.

Not only does student behavior deserve to be fully understood and supported, but our educators, including our librarians, deserve to be allowed to work in their areas of expertise. When students are feeling unmotivated or defeated and communicate this through disruption, they should be met by individuals who not only understand the function of that behavior but also use their unique skills to quiet the downstairs brain to better attend to the upstairs brain, putting students in the best place to learn and grow. This is true system reform.

Related: OPINION: Teachers and students are not okay right now. More mental health training would help

Educators cannot do this alone. Caregivers can also integrate trauma-informed and restorative practices at home. Parents know their children better than anyone and have a responsibility to advocate and assist schools in understanding the child behind the behavior.

Infusing trauma-Informed and restorative practices into schoolwide policies and procedures will help schools attend to the root causes of misbehaviors without the risk of re-traumatization.

Protecting learning, literacy and libraries and addressing discipline issues are not mutually exclusive. Our school systems can and should do both.

Stephanie F. McGary is a licensed professional counselor-supervisor, registered play therapist and a Public Voices fellow with The OpEd Project. She is the director of clinical programming at Communities in Schools of the Dallas Region.

This story about school discipline centers was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.

The post OPINION: Why turning school libraries into discipline centers will backfire appeared first on The Hechinger Report.