No more Suspensions – 40 Questions to Ask Yourself before you Pull the Trigger

I am so done with suspensions. I said it. They’re racist and dehumanizing. Suspensions support anti-Blackness and the overall racial hierarchy in the United States. Check out 40 questions to ask yourself before you suspend a student again.

 

It’s October. Can you feel it? Shit, I can. The honeymoon is over. Patience is thinning or already gone. Students are pushing back and returning to their permanent state of being kids. Staff is upset about the lack of order and learning. Folks want consequences. “Somebody’s got to teach them respect, responsibility, trust.” Damn, our parents are tired too.

And Principals are stuck in the middle. Between their vision and reality. Between supporting adults and supporting kids. Who wins? Who loses? But don’t give up yet. Here’s a few things to consider as you continue to engineer for equity, as you continue to build anti-racist schools.

 

How to Be an AntiRacist

Ibram X. Kendi writes, that “racism is a set of policies that lead to discrimination” and racist outcomes. These policies support racist beliefs such as the belief that poor/brown students “need law an order,” “are unruly,” and “need a firm hand.” The racist outcomes are the fact that African-American students and Latino students are disciplined and suspended at rates astronomically higher than their privileged White and Asian counterparts. Therefore, it is safe to say that racism is embedded within the policies of our schools.

We must excavate them like Indiana Jones looking for the temple of doom. These policies can include our grading practices, academic tracking, and in this case, discipline. We don’t have to look far to find disproportionality in the outcomes of discipline in schools, including classroom reprimands, out of class referrals, and suspensions. In following Kendi’s thinking, we must therefore create anti-racist policies to yield anti-racist outcomes. I believe that one of these policies is the process with which we decide whether or not to suspend a student.

And many steps before that, how we create equitable spaces for students and socially responsive classrooms. Of course, at the foundation, we need to change our teaching practices, relationships with students, and curriculum. But for this post, I wanna focus just on discipline.

 

Some Statistics

  • 32% of those suspended ONCE in 9th grade dropped out
  • 42% of those suspended TWICE in 9th grade dropped out
  • Students who were suspended or expelled were nearly THREE TIMES as likely to have contact with the juvenile justice system

 

Reflecting on Hundreds of Suspensions

In my 6 years of being a school administrator, I probably have suspended somewhere between 200 and 300 students. Damn. I’m not proud of it. Sure there are reasons for each one of these and at the time I probably had a very thoughtful justification for making that decision, however that number sits heavy on my mind and heavier on my soul.

I mean here I am a Black man in education, who came into to fight for social justice, now with enough positional authority to at least steer the Titanic minimally off course. But, I have still suspended hundreds of students. You know, every year I commit myself to try to find alternatives, trying to create a school where the behaviors don’t take place, and I attempt the build systems that do not allow for students to fall through the cracks. But at the end of the year, there’s still a long list of names that I must take responsibility for. It has to stop.

 

Shit, We Tried it All

This long list of names of children who have been suspended is not from lack of trying. Rather, it resulted from trying relentlessly to find a way but still arriving at the same outcome. We tried parts of restorative justice, including circles, affective language, and restorative conversations. Truthfully, we did not implement them all fully, and at times the pace of discipline prevented us from doing it.

We tried incentives, monthly celebrations that students would earn, based on their behavior. In our school, we called this the Falcon Fun List, an eligibility based incentive to hopefully motivate students to stay on the right track. Sounds nice right. We tracked behavior, attendance, and suspensions. Sometimes there is variation, however many times it was the same students each month who were losing out on some of the most fun activities we had in school. Huge problem.

And of course, we tried suspensions. Hundreds of them. Sometimes, a student never repeated the behavior, but oftentimes they did again and again and again. And we suspended, again and again, and again.

 

Something has to change!

 

White Supremacy Culture and Racial Bias

Last year, we spent at least 5 months exploring White Supremacy Culture and its prevalence in our practices. The took form of conversations, reflections, and applications. We spoke generally and at one point specifically focused on the connection between implicit bias and our discipline practices. This was incredible and took a lot of bravery on the part of our staff, especially our White staff. Even for our staff of Color, it was difficult to acknowledge how we have internalized the same racist messages and at times perpetuated White Supremacy Culture on our students of color.

What I hoped would come from this conversation was a deeper racial equity consciousness, and therefore the ability to leverage this no framework and our actions. Things are always easier said than done. But now that we have this shared understanding, we can build on it.

 

This Year is Different

I’ll be honest. This time I came back to school, in my 5th year as principal of the same school, with new fortitude, a new focus. I have more hope and more fire. Over the summer, I read Bettina Love’s book, Abolitionist Teaching, and I was thinking a lot about her concept of ‘spirit murdering.” Made me think a lot about how school discipline systems murder the spirits of our students of color.

Let’s be real. Our most resistant students are the canaries in the coal mine. Lashing out and yelling before they die, metaphorically. Sometimes literally. They know it’s fucked up because they’ve already seen the hypocrisy in the world and they are quickly losing hope. Why not tear down a few bulletin boards, break a few computers, and cuss out a few staff members on the way down. Our marginalized students are the ones that feel they have least to lose so fucki it. They will call it out, stand toe-to-toe with the teacher, and even tell the principal to “go fuck yourself!”

Anyways, I knew that something had to change. And it started with me committing to finding alternatives, seeking interventions, and trying to change a system that is yielding racist outcomes. As a leader, I can make this bold move and hold a bold vision. This is much harder depending on how much positional authority you have. But you can always organize and mobilize!

Backlash and Reactions

It’s always interesting to see how different people will react to a break from the racist norm, a disruption of the status quo, and the ambiguity of change. Some folks are interested and excited. Other folks are enraged, thinking “the audacity.” Some folks want harsher consequences, a return to the good old days, and “accountability.” All of this usually means that my job is being assessed, judged, and sized up. This leaves me on an island.

Anyways, that was a roundabout way of getting to more than a few questions to asks yourself before checking those boxes, calling that parents, and giving that student the slip of paper to go home.

Here’s 40 questions to consider:

40 Questions to Ask Yourself before Suspending a Child

  1. Are you being racist? Better questions, how are you being racist?
  2. Will the suspension teach them anything? Or are you trying to make a point, and to who?
  3. What is the race of the child? What are your school’s demographics with respect to discipline? Is this student a member of your most suspended group?
  4. Does this student feel connected to your school and if not why? What can you do to make the child feel more connected, valued, affirmed, seen?
  5. Did you or another adult escalate their behavior at any point?
  6. What happened to the student to initiate the behavior? Check out the ABC Framework.
  7. Have you read Pushout by Monique Morris or Sing a Rhythm, Dance a Blues?
  8. Is there a social-emotional skill gap? Does the student struggle with processing?
  9. How old is this child and are you treating them like an adult? Can you remember how reflective, mature, impulsive you were at their age?
  10. Are you feeling emotional? How is your work/life balance? Can you take 5 deep breaths before making a decision?
  11. Have you read Trauma-Sensitive Schools?
  12. Is this about what they did or the fact that they aren’t showing remorse? Why do you deserve their remorse?
  13. Is your paternalism, power hoarding, and sense of urgency acting up? Read about White Supremacy Culture
  14. Are you manifesting your vision or have you been influenced or worse, bullied by other folks’ visions? Do you feel like you need to impress other staff by suspending this student?
  15. Are you trying to teach a lesson to other students by excluding this student?
  16. What would you do if this was your actual, blood related, child?
  17. Have you met with the parent or tried a home visit?
  18. Are you upset? You are probably upset? Are you upset at yourself, the school system, or the child? Is it the child’s fault?
  19. Have you read Discipline Over Punishment, by Trevor Gardner?
  20. What are their academic skill levels? What is their reading proficiency level? Is their behavior a manifestation of their academic skills?
  21. What is the home situation?
  22. Have you read the Little Book of Restorative Discipline, by Lorraine Amstutz?
  23. Have they been affected by trauma? Check out research on Adverse Childhood Experiences.
  24. How many interventions have you tried? Have you done them with fidelity? How have they responded to these interventions? How long have you waited?
  25. Have you read Lost at School by Ross Greene?
  26. Have you given the student time to cool down, process, and reflect?
  27. Does your school have a team dedicated to Positive Behavior Interventions and Supports, Restorative Practices/Justice, and Community?
  28. How are your race, identity, and class contributing to your bias about how this child should act, behave, respond?
  29. Have you asked another adult to try to check in with the child?
  30. What alternatives do you have to suspensions? Reflection, community service, restorative conversations, social-emotional learning, mindfulness?
  31. Can you do try again tomorrow? Can the conversation, apology, response, decision wait until tomorrow?
  32. Do you know the statistics on suspension and the school to prison pipeline?
  33. Have you reached out to parents, family, or their trusted adult at your school?
  34. Is there a safe place the student can identify and go there until they cool off and are ready to have a conversation?
  35. Do you believe the student is capable of improving? If not, why now?
  36. What would you say if the student was white, asian, middle class, came from a “good family,” was rich, was the child of the superintendent, never had a previous behavior incident?
  37. Have you read Hacking School Discipline, by Nathan Maynard?
  38. Are your rules and expectations clear? Have they been taught explicitly? Did the student know that they would be suspended if their behavior worsened, the last time something happened?
  39. Did you grow up in this child’s neighborhood? Do you live in their neighborhood? How does your class bias influence how you are reacting?
  40. Why do we have suspensions again? What message will be sent to the student as a result of this suspension?

 


Final Thoughts

Look, I didn’t say it was going to be easy. It’s fucking hard. As much as I am writing this for others, I’m also talking to myself. It’s hard to change behavior, of the students, of the adults, and of the system. But I do know this. If we create the conditions where we HAVE to find alternatives, we WILL. This requires innovation, and if we can be innovative with our teaching practices and flexible seating, then goddamn it, we should be innovative we our response student behavior.

This is a long and arduous road. It will be riddled with resistance, ambiguity, and full on attacks. But it is a role that will lead us to anti-racist outcomes. I don’t know what your identity is, but I cannot be a Black man standing by and letting racism continue on my watch. I need my allies and co-conspirators to stay vigilant. Stay committed. Good luck.

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