Dealing with difficult student behavior is a prominent issue for schools. Despite efforts to create a more inclusive education system, suspensions and expulsions are still common.
Recent studies from the University of South Australia indicate that a different approach is needed to address problematic behavior in schools. The research demonstrates that traditional methods of punishment are not effective in changing student behavior. Instead, it suggests that a more supportive and understanding approach can lead to better outcomes for both students and the school community.
Exclusionary practices do not only fail to address the underlying causes of challenging student behaviors but also make the negative issues worse instead of solving them.
Professor Anna Sullivan, the lead researcher at UniSA, says that schools are faced with tough decisions when it comes to suspensions and expulsions.
“For decades, suspensions and expulsions have been the go-to methods for schools to manage student behavior, despite research showing that they are ineffective in disciplining problematic behaviors,” Prof Sullivan explains.
“In fact, there is a clear link between school suspensions and various harmful health outcomes, including…The factors that can lead to a higher risk of dropping out of school and potential involvement in illegal behavior include feeling disconnected from school, associating with antisocial peers, using alcohol and tobacco, and having a negative school experience. These issues are particularly concerning for vulnerable students, who face a greater likelihood of being suspended or expelled, which can further worsen their situation and limit their opportunities. Moreover, boys, Indigenous students, those from low socioeconomic backgrounds, and students with disabilities are disproportionately affected by school exclusions. There is a noticeable lack of attention to the impact of school suspensions.
Ions and expulsions continue to perpetuate broader social disparities.
“Schools and policymakers need to go beyond addressing challenging behaviors and understand what is contributing to the problem – rather than just treating the symptoms – and it is this missing information that is necessary to develop new school policies.”
When examining the recently revised NSW Student Behavior Strategy, researchers found that while there was an increase in behavior support and management, the new versions still included punitive practices.
“When a student is suspended or expelled from school, we are ultimately depriving them of their education and limiting their life opportunities. AProf Sullivan suggests that exclusion policies can be ultimately discriminatory, especially because vulnerable groups are more at risk. He also points out that some children with disabilities, who are on prescribed medications, are being excluded from school simply because they “have problems already.” This creates a situation where exclusion seems like a reasonable solution because schools lack the time, expertise, and resources to manage complex and challenging behavioral needs. Additionally, the removal of a “problem child” from the learning environment of others contributes to deficit thinking instead of helping these students.acerbating their struggles.
“What we really need is to listen more and have more empathy for at-risk students. We also need to be willing to confront the impact of broader social inequalities such as poverty, race, housing, and unemployment on the most vulnerable people in society. These issues are interconnected and they affect families and children and cannot be ignored once they enter the school gates.
“It’s time to take a fresh look at the complex and challenging situations that many young people find themselves in. Only then can we hope to create a more inclusive and fair education system.”
Notes to edit
Authors:
- Published paper: Down, B., Sullivan, A., Tippett, N., Johnson, B., Manolev, J., & Robinson, J., (2024). What is missing in policy discourses about school exclusions?, Critical Studies in Education, DOI: 10.1080/17508487.2024.2312878
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Media contact: Annabel Mansfield M:+ 61 479 182 489 E: Annabel.Mansfield@unisa.edu.au
d@unisa.edu.au”>Annabel.Mansfield@unisa.edu.au
Researcher: Prof Anna Sullivan E: @unisa.edu.au” title=”mailto:Anna.Sullivan@unisa.edu.au”>Anna.Sullivan@unisa.edu.au
Journal Reference: