Exclusionary discipline in schools is harmful.

Dozens of studies over the last three decades have shown a strong negative association between suspensions and student engagement and success. Data show that suspensions are linked to increased negative attitudes towards school, lower math and reading scores, higher dropout rates, and most troublingly, higher likelihood of incarceration.

There is no body of research demonstrating that suspensions improve school safety or reduce classroom disruptions. As the new president of the New York State United Teachers Melinda Person said during a recent radio interview in Rochester, ‘Suspension does not solve problems.’

However, suspensions are still widely used throughout New York State. Over 913,000 days of instruction were lost to suspensions last school year and 71% of these happened upstate (outside NYC and Long Island) last school year.

Solutions Not Suspensions (SNS) is a bill that upstate communities like Albany, Schenectady, Yonkers, Rochester, and Buffalo desperately need. According to the United Teachers union’s website, ‘The Senate and Assembly could not agree on particulars of a bill that would limit suspensions as a go-to method of discipline in schools, so it will wait until next year.’

Suspensions are pushing kids out of the classroom at a time when students are already disengaged from school. Statewide, the chronic absenteeism rate (missing at least 18 days of school) for high school students was 38% last school year. In Yonkers it was 57%, Rochester 73%, and Buffalo 83%.

The bill we support and hope passes next year would reduce the use and length of suspensions. This is a common-sense method to reduce chronic absenteeism. It requires districts to first use proven less punitive approaches, such as restorative practices with its focus on relationship-building, to keep students engaged at school and, when needed, to understand the impact of their actions. Both of our organizations have heard from students and parents alike about the harms of suspensions, as well as the positive impacts of building community in schools via restorative processes.

Suspensions also further isolate students who are already struggling in the midst of a national youth mental health crisis. The 2022 Youth Risk Behavior Survey of students at the Rochester City School District found 19% of all students reported feeling depressed, anxious, afraid, empty or confused because of the death of a close family member or friend. A staggering 11% of girls at the RCSD reported attempting suicide in the past year.

We know of one girl who was being bullied at her middle school in Rochester and was constantly suspended from the fights that would result. She did not have access to mental health counseling and was dealing with suicide ideation. This type of story is all too common, where students who feel hopeless are isolated from their peers due to exclusionary discipline and their cries for help ignored.

Relationships with caring adults and access to mental supports are much needed, not suspensions.

Eamonn Scanlon is director of education policy at The Children’s Agenda. Courtney Shouse serves on the Steering Committee of Showing Up for Racial Justice Rochester.