Managing problematic student behavior is a significant issue in schools, with suspensions and expulsions remaining common despite efforts to create a more inclusive and punitive-free education system. new research from the University of South Australia suggests that exclusionary practices do not address the underlying causes of challenging behaviors and may even worsen negative issues. Professor Anna Sullivan emphasizes the detrimental effects of suspensions on students’ health outcomes, school engagement, and risk of dropping out, noting that vulnerable groups such as boys, Aboriginal students, those from low SES backgrounds, and students with disabilities are disproportionately affected.
There is a concern that school suspensions and expulsions perpetuate wider social inequalities, as vulnerable students face a higher risk of exclusion, which can exacerbate their circumstances and life chances. The research highlights the need for schools and policymakers to look beyond challenging behaviors and understand the root causes to develop more effective school policies. Despite improvements in behavior support and management in the NSW Student Behavior Strategy, punitive practices are still prevalent, leading to discriminatory outcomes for vulnerable groups, including children with disabilities who are often excluded due to a lack of resources and expertise in managing their needs.
The paper published by the researchers calls for a shift towards more empathetic and inclusive approaches that consider the impact of wider social inequalities such as poverty, race, housing, and unemployment on students’ behavior. Exclusion policies are criticized for removing at-risk students from the learning environment, instead of providing the support they need, further exacerbating their struggles. The researchers argue for a reevaluation of the complex circumstances in which many young people find themselves, in order to create a fair and inclusive education system that addresses the underlying issues driving challenging behavior.
In conclusion, the research highlights the harmful effects of exclusionary practices in schools and the need for a more holistic and empathetic approach to managing problematic student behavior. By addressing the root causes of challenging behaviors and considering the wider social inequalities that contribute to students’ struggles, schools can create a more inclusive and fair education system that supports all students, particularly those from vulnerable groups. Efforts to move away from punitive practices and towards more supportive and understanding approaches are crucial in promoting positive outcomes for all students.
