Over on Filling the Pail, Greg Ashman—whom some readers will know as the Aussie “maths” teacher who recently completed a Ph.D. and who often (a) points out bologna and (b) champions many sensible ideas in education—published a post 2 August 2022 entitled, “Teachers union rolls over on suspensions and expulsions.” In this post, he’s performed both Function A and Function B, pointing out the folly in how many approach school suspensions and expulsions and, along the way, tipping his cap to some valuable practices. Here’s the lede:

I think all of us would like the numbers of school suspensions and expulsions to fall. However, differences arise when we argue about the best way to make that happen.

One way would be to implement evidence-based programmes and interventions that reduce antisocial, unsafe and disruptive behaviour. We could invest in using the science of reading to teach more children to read and so presumably better engage them with school and schoolwork. We could train teachers in whole class approaches with proven effectiveness — such as sitting students so they face the teacher — and we could invest in allied professionals such as speech pathologists or trained counsellors who can provide more intensive support. As a result, we may expect that suspensions and expulsions would naturally fall.

Although he makes many solid points, some readers may disagree with some of the arguments that Mr. Ashman advances. That’s understandable. So, read his article, form your own conclusions, provide discussion on Filling the Pail (and here!).

Meanwhile, let me just illustrate the research basis for the general issue of suspension and expulsion.

There are plenty of informative studies regarding suspension and expulsion of students with disabilities. Indeed, SETter Jan Blachman and her colleague, Abby Eisenhower, recently published one on suspensions and expulsions among young children with autism in Exceptional Children (“Preschool and Child-care Expulsion: Is it Elevated for Autistic Children?”

But, there’s lots more to know. For example, Hurwitz et al. (2021) found that behavior problems contribute to students being identified as needing special education, but that once those students have been identified, the chances of them being suspended or expelled decreases.

And, there plenty to know about instructional practices that can reduce behavior problems and, consequently (we hope), reduce expulsions and suspensions. But those practices are a topic for a future post.

Sources

Blacher, J., & Eisenhower, A. (2022). Preschool and child-care expulsion: Is it elevated  for autistic children? Exceptional Children. https://doi.org/10.1177/00144029221109234

Hurwitz, S., Cohen, E. D., & Perry, B. L. (2021). Special education is associated with reduced odds of school discipline among students with disabilities. Educational Researcher, 50(2), 86-96. https://doi.org/10.3102%2F0013189X20982589