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Despite efforts to create more inclusive and punitive-free education systems, school suspensions and expulsions persist as disciplinary measures, often exacerbating rather than resolving problematic student behavior, according to new research from the University of South Australia (UniSA).
Lead researcher Professor Anna Sullivan highlights the persistent challenge schools face in managing problematic student behavior. “Suspensions and expulsions have been standard behavior management practices in schools for decades, despite research showing their ineffectiveness in disciplining bad behaviors,” Prof Sullivan states.
The study, published in Critical Studies in Education, sheds light on the detrimental effects of exclusionary practices on students’ health outcomes, school engagement, and life chances. Prof Sullivan emphasizes the disproportionate impact of suspensions and expulsions on vulnerable student groups, including boys, Aboriginal students, those from low socioeconomic backgrounds, and students with disabilities.
“Exclusionary policies perpetuate wider social inequalities, as vulnerable students are more likely to be suspended or expelled, further limiting their life opportunities,” Prof Sullivan explains.
The research also critiques the recently reviewed NSW Student Behaviour Strategy, noting that while it includes more behavior support and management, punitive practices remain prevalent.
“When a student is excluded from school, we are effectively denying them access to education and hindering their future prospects,” Prof Sullivan remarks. “Exclusion policies are ultimately discriminatory, particularly against vulnerable groups.”
The study highlights the impact of deficit thinking, where students with complex behavioral needs are viewed as “problem children” and excluded from the learning environment. Prof Sullivan calls for a shift towards more empathetic and inclusive approaches, challenging wider social inequalities that affect vulnerable students.
“It’s time to address the complex circumstances many young people face and create a more inclusive and fair education system,” Prof Sullivan concludes.
The research underscores the urgent need for policy reform in education to move away from punitive measures and towards more holistic and empathetic approaches to student behavior management.
Key Points from the Study:
- Exclusionary practices in schools exacerbate negative behavior issues.
- Vulnerable student groups are disproportionately affected by suspension and expulsion.
- The NSW Student Behaviour Strategy includes punitive practices despite efforts to enhance behavior support.
- Exclusionary policies perpetuate wider social inequalities and discriminate against vulnerable student groups.
- There is a need for more empathetic and inclusive approaches to student behavior management to create a fairer education system.
