This document discusses alternatives to suspending students from school. It notes that many infractions that lead to suspension are non-violent offenses. Suspending students frequently does not address the underlying issues and can actually reinforce misbehavior. The document recommends reserving suspensions only for serious behaviors and using a graduated system of consequences. It provides examples of alternative consequences like counseling, community service, behavior monitoring, and problem-solving contracts. Implementing a variety of alternatives developed by a school team can help reduce suspensions while still addressing misbehavior.

1. Alternatives to Suspension
Chris McEvoy
2012-13
Wayne RESA

2. Most Frequent Behavior Infractions
that lead to Suspension in your School/District
1.
2.
3.
4.

3. Russ Skiba, 2006
Center for Evaluation and Educational Policy, Indiana University
For what type of infractions are students getting
suspended?
“Looking across studies of school discipline, it is
clear that school suspension tends not to be
reserved for serious or dangerous behaviors.
The majority of offenses for which students
are suspended appear to be non-violent, less-
disruptive (than fighting) offenses.”

4. Russ Skiba, 2006
• Suspension must be viewed as posing a risk to
educational opportunity given the research on the
central importance of academic engagement to
learning.
– MEAP/MI-ACCESS, Test Scores, AYP, Graduation Rates
• In some schools suspension may be used as a push-
out tool to encourage low-achieving students and
those viewed as troublemakers to leave school
before graduation.

5. Russ Skiba, 2006
• At the national level it has been estimated that the number of
suspensions and expulsions has doubled since the 1970s.
• 30-50% of students suspended are repeat offenders
– “Suspension functions as a reinforcer...rather than
as a punisher” (Tobin, Sugai & Colvin,1996)
• Data shows that certain classrooms and schools appear to be
responsible for a disproportionate share of disciplinary
referrals. For example, in one middle school studied 25% of
classroom teachers were responsible for 66% of all office
referrals.

6. Russ Skiba
Recommendations for Practitioners
• Reserve zero tolerance disciplinary removals for
only the most serious and severe of disruptive
behaviors, and define those behaviors explicitly.
• Use a graduated system wherein consequences
are geared to the seriousness of the infraction.
Less serious offenses, such as classroom
disruption, attendance-related behaviors, or even
minor fights among students can be met with
consequences that might range from parent
contact, reprimands, community service, or
counseling.

7. Reece Peterson Ph.D.
U. of Nebraska – Lincoln
On Suspension
We need to move away from the traditional idea
that suspensions are “punishment.”
We need to develop a “teaching” orientation to the
consequences we employ.
We also need to greatly expand the number and
variety of consequences which are included to be
more responsive to the variety of situations and
needs related to student behavior.

8. Reece Peterson
Some Alternatives to Suspension
Mini Course Short units or modules on topics
related to various types of inappropriate
behavior. These could include readings, videos,
workbooks, tests and oral reports.
They could focus on topics from inappropriate
language, sexual harassment, to alcohol/drug use,
conflict resolution, social skill development, and
many more. Once created, students could be
assigned to complete the appropriate modules
based on their offense.

9. Peterson, cont.
Some Alternatives to Suspension
Parent Supervision Ask the parent if they are willing to
sit with the student while the student remains in
school. May not be possible for some parents, but
could be a valuable option.
Counseling Student is assigned to a professional (SSW,
counselor, school psychologist) to problem solve,
identify skills for targeted intervention (e.g., anger
management), or to work through problems or issues
the student may have.
Community Service Community service tasks with
appropriate supervision outside of school hours. Might
include clean up crews or community agencies.

10. Peterson, cont.
Some Alternatives to Suspension
Behavior Monitoring Close monitoring using check
sheets and some form of feedback between teacher
and parent.
Restitution Student is assigned work which would
repair or restore the physical environment, could
include projects to clean or make the school more
attractive.
Problem solving or Behavioral Contract Defined
procedure for behavioral problem-solving (e.g.,
reflection sheets) and then creating a behavioral
contract that includes positive consequences for
successful completion.

11. Peterson, cont.
Some Alternatives to Suspension
• Programming Alternatives For some students,
especially at the secondary level, it may be
possible to change the student’s schedule,
classes or program which would avoid problem
environments or situations, but yet permit
continued access to the curriculum and school.
• Appropriate In-school Suspension ISS should
continue academic or other instruction, but also
focus on solving the problem that resulted in the
student being sent there.

12. Additional Alternatives to Suspension
• Loss of privileges: home or school
• Written apology
• Time-out: from one period to rest of school day
• Detention: after school, lunch detention,
Saturday detention
• Assignment to an adult mentor
• Positive Contingency Contracts
• Send Homes in a Behavior Plan
• Referral to Community Mental Health

13. Reece Peterson
Implementation Strategy: School-based Approach
“It is possible for a school-wide team to
identify lots of creative ideas for alternatives
(to suspension) and it is best if these emerge
from the culture of a particular school.”
“This will also build the support for these
alternatives among teachers, staff, students
and parents.”

14. PBIS Approach
1. Look at your data
2. Make meaning of it
3. Develop a plan/Implement
4. Evaluate – e.g., take data on the use of
suspension alternatives
Look at the systems that support the practice.