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A new study from the University of Arkansas reveals that school suspensions and expulsions can lead to higher rates of depression that persist through adolescence and into early adulthood, affecting the mental health of millions of children. Each year, nearly 5 million children in the U.S. face suspension or expulsion from school, often as a result of exclusionary discipline policies that have grown more common in recent decades.
The study, published in Advances in Life Course Research, provides critical evidence supporting previous concerns that school-based discipline may have long-lasting effects on students’ mental well-being. Dr. Alexia Angton, assistant professor of sociology and criminology and the study’s lead author, says these disciplinary actions have evolved from being reserved for severe behaviors, such as violence or drug possession, to being applied for more subjective infractions like disrespect or defiance.
“Exclusionary discipline has shifted dramatically,” Angton noted. “What was once a response to clearly dangerous behaviors is now often applied to less serious issues, leading to a cycle that’s not easily broken.”
The research draws on data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), an ongoing survey tracking around 20,000 participants who were adolescents in the mid-1990s. The researchers found that adolescents who were suspended or expelled reported “significantly higher depressive symptoms” compared to their peers who had not faced these disciplinary measures. This group saw a slight decrease in depressive symptoms in late adolescence, but symptoms rose again by their early 30s, showing the potential for lifelong mental health challenges.
Dr. Michael Niño, associate professor of sociology and criminology at the University of Arkansas and co-author of the study, emphasized the unique nature of the research. “We know a lot about how adverse childhood experiences at home, like abuse or parental substance use, impact health outcomes,” he said. “But school-related stressors like suspension and expulsion haven’t been studied in the same way. This is a new line of research that’s shedding light on the broader impacts of these practices.”
The study also highlights disparities in who is most affected by exclusionary discipline. In the U.S., six out of ten schools still use suspension and expulsion, practices that disproportionately impact boys, students from economically disadvantaged backgrounds, and Black, Latino, and Native American students. Driven by zero-tolerance policies, school suspensions and expulsions increased by about 50% from the 1970s to 2010, which further amplified the reach of these policies.
These findings align with earlier research by Niño, published in Socius earlier this year, which showed that those who experienced suspension or expulsion reported poorer physical health as they aged. Together, the two studies add weight to calls for reform in school discipline policies.
“We definitely need discipline reform,” Angton emphasized. “Finding alternatives that can prevent students from facing such severe repercussions and provide support is critical. We must consider what can be done to lessen the effects of suspension and expulsion and support healthier, more equitable school environments.”
The study was co-authored by Shauna Morimoto, a professor and associate dean at the University of Arkansas, and Kazumi Tsuchiya, assistant professor of public health at the University of Toronto. As policymakers and educators consider the implications of this research, many are hoping to see a shift away from exclusionary discipline toward approaches that support students’ long-term well-being.
