Reevaluating Suspensions and Expulsions in Education
The debate around suspensions and expulsions is essential, especially considering recent neuroscience and educational psychology research. From my 20 years in education, I have seen that these punitive measures do more harm than good. They fail to address the root causes of behavioral issues and harm students’ academic and social trajectories, especially for those from underrepresented communities. These measures neither meet students’ developmental needs nor promote healthy growth; instead, they contribute to stigmatization and alienation.
The Neuroscience of Exclusion and Labeling
Research shows that exclusion and negative labeling in adolescence activate stress-related areas in the brain, which disrupt vital skills necessary for academic success. These include impulse control, the ability to manage immediate reactions, decision-making, the capacity to make thoughtful choices, emotional regulation, or the skill to handle strong emotions constructively. When these functions are impaired, students are more likely to face difficulties in behavior, focus, and social interactions, which can hinder their learning and overall academic performance. Being labeled reinforces social stigmas, creating a self-fulfilling prophecy in which students internalize these negative identities, increasing the likelihood of future infractions.
This demonstrates a fundamental misalignment in policies that rely on suspensions and expulsions. Adolescents, still developing emotional regulation, require support rather than isolation. Expelling students for behavioral infractions exacerbates their difficulties, leaving them unsupported in managing their challenges.
Punitive discipline contributes to the “school-to-prison pipeline.” According to the ACLU, expelled students are more likely to enter the criminal justice system, with some studies showing that suspended students are three times more likely to encounter juvenile justice. The U.S. Department of Education reports that Black students face expulsion at three times the rate of their white peers despite similar rates of misbehavior, highlighting systemic biases and the damaging consequences of current disciplinary practices.
A Holistic Approach to Understanding Behavior
Schools often expect students to ignore external struggles when they enter the classroom, a profoundly unrealistic expectation. Many students face economic instability, housing insecurity, food scarcity, or family difficulties, significantly impacting their school behavior and focus. A holistic approach to discipline acknowledges these broader life contexts, recognizing that students’ actions often reflect external stressors that cannot simply be “left at the door.”
A 2018 American Psychological Association study found that repeated suspensions increase the risk of academic failure and disengagement. Schools should foster safe, supportive environments, but current disciplinary approaches frequently undermine these goals. For students dealing with trauma or instability, suspensions deepen their sense of rejection, alienating them from the school community and decreasing engagement.
Schools must shift from punitive to supportive disciplinary policies if they want to help students become responsible, empathetic adults. Schools should consider students as whole individuals and understand their external challenges. Economic hardships, family issues, and other adversities significantly impact students’ abilities to engage academically, but schools often overlook these factors.
Neuroscience research highlights the impact of adversity on brain development and emotional regulation. Students dealing with stress or trauma may struggle with focus, memory, and behavioral control, meaning they require support rather than punishment. Closing this gap requires neuroscience-informed training for teachers and administrators, enabling them to understand and support the diverse needs of their students. Teachers want to help but often lack the training to recognize when trauma and stress appear as behavioral issues. With the right tools, they can foster resilience, self-regulation, and positive relationships in the classroom.
Creating an Inclusive School Environment
Schools should focus on restorative practices, prioritizing relationship-building, accountability, and social-emotional development. Restorative practices involve conflict resolution, peer mediation, and positive behavioral interventions, providing a compassionate approach grounded in neuroscience. Schools that have adopted restorative frameworks report reduced suspension rates and improved school climates, fostering empathy, resilience, and a sense of community.
A deeper understanding of teacher efficacy—the belief in one’s ability to affect student outcomes—can profoundly improve classroom environments. Educators who manage behavioral issues through a neuroscience lens create safe, inclusive classrooms where all students can succeed. Instead of responding punitively to behaviors rooted in external challenges, educators can implement strategies that promote belonging, resilience, and emotional health. The shift toward neuroscience-informed professional development is necessary to address these challenges holistically. By fostering empathy and practical strategies, schools can dismantle labels and exclusionary practices that often push students toward the school-to-prison pipeline. Research links suspensions and expulsions with long-term adverse outcomes, including higher dropout rates and increased involvement in the justice system.
Schools must critically examine their disciplinary practices and embrace alternatives that support students’ development and emotional needs. A scientifically sound approach that enhances student outcomes is to move away from suspensions and expulsions and instead adopt restorative, inclusive practices. This shift can help reduce labeling and stigmatization, keeping students engaged in learning and preparing them to navigate challenges with resilience and empathy. By creating policies that embrace rather than exclude, we empower students to succeed within a supportive and understanding community, which is ultimately the foundation for a healthy and inclusive school environment.
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Dr. KIMBERLE M. JACKSON-BUTLER
Dr. Jackson-Butler serves as the Executive Director of LAW SCHOOL…Yes We Can, an innovative organization dedicated to removing barriers for high-achieving students from underrepresented communities who aspire to pursue law school and legal careers. A Denver native, Dr. Jackson-Butler graduated from Manual High School, Class of 1978, and obtained her Bachelor’s degree in Psychology from the University of Colorado. She holds a Master’s in Family Counseling from Loyola Marymount University and a Doctorate in Neuroscience Education from Johns Hopkins University, School of Education.
With over two decades of experience in the educational field, including roles as a school administrator, Dr. Jackson-Butler has dedicated her career to fostering inclusive and equitable environments. She is also the founder and principal of RE+Cognition LLC, a consulting firm that utilizes cutting-edge neuroscience research principles and employs practical strategies to address and challenge societal inequities. Additionally, she is an adjunct faculty member at Johns Hopkins School of Education, teaching Mind, Brain, and Learning courses.
Dr. Jackson-Butler is also a CU Foundation Trustee, a member of the Denver Foundation’s ACCI (Advisory Committee for Community Impact), and a member of the EDCI (Executive Directors of Color Institute) cohort.
Dr. Jackson-Butler resides in Denver and is the proud mother of two daughters, Kaitlin and Nicolle.
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