The Mental Health Impact of School Suspensions: Understanding the Connection Between Exclusionary Discipline and Psychological Well-being in Children

Introduction

School suspensions have become a common disciplinary practice in American education, with nearly 5 million children in the U.S. suspended or expelled from school each year. While intended to correct behavior, research increasingly indicates that exclusionary discipline may have significant negative consequences for children's mental health, particularly those with pre-existing mental health conditions. This article examines the relationship between school suspensions and psychological well-being, the disproportionate impact on vulnerable populations, and alternative approaches that may better support students' mental health needs.

The Prevalence and Nature of School Suspensions

Exclusionary discipline, including suspensions and expulsions, has risen dramatically over the past generation, increasing by roughly 50% from the 1970s through 2010. These practices have evolved from being reserved for serious offenses like violence, weapon possession, or drug use to being applied to more subjective behaviors such as disrespect, defiance, or even possession of alcohol.

Currently, six out of 10 schools in the United States continue to use exclusionary discipline despite growing questions about its effectiveness. Zero-tolerance policies mandate predetermined punishments for certain behaviors regardless of context. For example, under such policies, if a student is hit and strikes back, both students may be suspended equally. This approach fails to consider the complexity of individual situations or the underlying causes of behavior.

Disproportionate Impact on Children with Mental Health Issues

Children with mental health disorders are particularly affected by exclusionary discipline practices. The "zero tolerance" focus on mandatory punishment often targets children with impulse control or emotion regulation problems, which are frequently symptoms of underlying mental health conditions. These children may struggle with behavioral expectations that neurotypical peers can more easily meet.

Research indicates that the ill effects of harsh discipline are not limited to children with diagnosed mental health conditions. All children face rising rates of suspension, with minority children being disproportionately represented. However, children with pre-existing mental health challenges may experience more severe consequences when removed from their educational environment without appropriate support or intervention.

Long-Term Mental Health Consequences

Recent research reveals a concerning link between school suspensions or expulsions and elevated rates of depression in adolescence and extending into adulthood. A study from the University of Arkansas published in Advances in Life Course Research provides empirical evidence that exclusionary discipline can have long-term effects on mental health.

The negative consequences of suspensions extend beyond mental health to academic outcomes as well. Students who miss class time risk falling behind in their studies, which can affect their relationships with teachers and increase the likelihood of dropping out of school and attending college at lower rates. These academic struggles can further exacerbate mental health challenges, creating a cycle of disadvantage.

The School-to-Prison Pipeline

School suspensions are often the first step in what is known as the "school-to-prison pipeline"—a pattern where disciplinary practices push students, particularly marginalized and disabled students, out of the classroom and toward the criminal justice system. This process typically unfolds as follows:

A child is suspended multiple times
Behavior may escalate if root causes (unmet academic or behavioral needs) aren't addressed
Schools may involve law enforcement, especially in districts with School Resource Officers (SROs)

This pipeline disproportionately affects students who already face systemic barriers and can have lifelong consequences for their mental health and well-being.

Legal Protections for Students with Disabilities

Students with Individualized Education Programs (IEPs) have specific legal protections under the Individuals with Disabilities Education Act (IDEA). While students with IEPs can be suspended, certain procedures must be followed once suspension thresholds are met:

If a student with a disability is suspended for more than 10 school days in a year (either consecutively or cumulatively), a Manifestation Determination Review (MDR) must be held
During the MDR, the IEP team determines whether the behavior was:
- Caused by or had a direct relationship to the child's disability, or
- The direct result of the school's failure to implement the IEP
If the behavior is determined to be a manifestation of the disability, the school cannot proceed with disciplinary removal in the same way as for non-disabled peers

Some states offer even stronger protections. For example, in Pennsylvania, children with intellectual disabilities require a Manifestation Determination after just one day of suspension.

Alternatives to Exclusionary Discipline

The American Academy of Pediatrics (AAP) and other experts advocate for alternatives to traditional suspensions that better support students' mental health needs. These approaches include:

Building Positive School Culture

Research shows that when educators build positive experiences with students, suspension rates decrease. This approach involves:

Creating opportunities for positive interactions between teachers and students
Rewarding desired behaviors rather than focusing solely on punishment
Getting to know students as individuals with unique circumstances

As one experienced educator noted, "Kids are complex...and we should grant them the same grace as we grant adults." By building relationships and understanding the context behind behavior issues, schools can create more supportive environments.

Fostering Stronger Relationships

The American Academy of Pediatrics recommends fostering stronger relationships among teachers, administrators, students, and families as a better alternative to exclusionary discipline. These relationships can help identify and address underlying issues that may contribute to behavioral problems.

Maintaining Academic Connection

Some jurisdictions are implementing policies that require schools to keep suspended students connected to their education through distance learning and homework assignments during their suspension period. This approach helps prevent students from falling behind academically while addressing behavioral concerns.

Role of Healthcare Professionals

The American Academy of Pediatrics suggests that pediatricians and family physicians can play an active role in addressing the root causes of behavioral issues that may lead to suspensions:

Screen children for health issues or developmental delays that can make school more challenging
Refer families to local resources for therapy, treatment, nutrition, housing, and other supports
Advocate for policies that keep students connected to education during suspensions
Support school-based mental health programs that provide easy access to wellness screening, counseling, and support

Parental Considerations and Advocacy

For parents whose children face suspension, particularly those with mental health challenges or IEPs, several considerations and steps may be helpful:

Understand your child's rights under IDEA and other relevant laws
Request a Functional Behavioral Assessment (FBA) if no behavior intervention plan exists
Ensure the school is implementing any existing IEP or behavior plans
Consider consulting with a special education advocate or education attorney for guidance specific to your situation
Advocate for alternative approaches that address underlying needs rather than simply punishing behavior

Conclusion

The evidence suggests that school suspensions, particularly when applied to children with mental health challenges, may do more harm than good. While schools have a legitimate interest in maintaining safe and productive learning environments, exclusionary discipline appears to contribute to negative mental health outcomes and long-term disadvantages for affected students.

Alternative approaches that focus on understanding the root causes of behavior, building positive relationships, and maintaining academic connection show promise for creating school environments that support both discipline and mental well-being. As research continues to reveal the psychological impact of suspensions, it becomes increasingly important for schools, families, and healthcare providers to collaborate on approaches that address behavioral concerns while protecting and promoting children's mental health.