School Suspensions Don't Work: Science Proposes a Better Approach 2026

School suspensions for bad behavior don't work as intended, according to a growing body of scientific research that challenges the long-held zero-tolerance approach in education. As a new school year begins, behavior problems inevitably resurface, and many schools still rely on out-of-school suspension as the default punishment. But evidence suggests this traditional remedy may do more harm than good.

The idea behind suspension is simple: remove a disruptive student from the classroom so they can reflect on their actions. Yet for many students, staying home is a relief rather than a consequence, and the underlying issues driving the behavior remain unaddressed.

The Zero-Tolerance Myth Behind School Suspensions

For decades, zero tolerance has been a cornerstone of school discipline. The logic holds that consistent, severe punishment deters misbehavior and keeps schools safe. But the science tells a different story.

The American Psychological Association conducted a review of 20 years of literature on school suspensions. Its conclusion was stark: there is no evidence that suspending students improves school safety or the overall school climate.

What researchers did find is that students who were suspended more frequently had higher dropout rates and worse academic performance. In other words, the punishment meant to correct behavior may actually push students further off track.

Why Out-of-School Suspension Backfires

Out-of-school suspension removes students from the learning environment, often without any structured intervention. For students already struggling, this creates a cycle of disengagement.

Missing class means falling behind on coursework, which can lead to frustration and further acting out. The result is a revolving door: suspend, return, repeat. This pattern disproportionately affects vulnerable students and can have lasting consequences for their educational trajectory.

Rather than serving as a deterrent, suspension can function as an escape from a setting where the student feels unsuccessful or disconnected. Without addressing the root causes of misbehavior, schools miss the opportunity to intervene effectively.

What the Research Says: Key Takeaways

The APA review and related studies offer several important lessons for educators and parents:

• No evidence of improved safety: Suspensions do not make schools safer or improve overall climate.
• Higher dropout rates: Students suspended more often are more likely to leave school altogether.
• Worse academic outcomes: Suspended students tend to perform worse academically than their peers.
• Root causes ignored: Removing students without support fails to address the reasons behind the behavior.
• Alternative approaches needed: The evidence points toward interventions that keep students engaged and supported.

Comparing Discipline Approaches: Suspension vs. Restorative Practices

As schools reconsider zero tolerance, it helps to compare traditional suspension with alternative models that focus on accountability and skill-building.

Restorative practices, which emphasize dialogue, accountability, and community, are increasingly used as an alternative. While research is ongoing, these approaches show promise in reducing suspensions and improving school climate.

What This Means for Schools and Families

The findings challenge educators to rethink discipline policies. Instead of asking how to punish misbehavior, schools might ask how to support students in developing self-regulation and social skills. The background to this story is set out in Science: latest articles.

For parents, understanding this research can inform conversations with school administrators. If your child faces suspension, it's reasonable to ask what support will be provided and whether alternative interventions are available. A related thread runs through AI Is Minting Millionaires Fast in Silicon Valley — But Many Don't Know What.

The science suggests that keeping students connected to school, rather than removing them, is more likely to produce lasting positive change. That doesn't mean ignoring bad behavior; it means responding in ways that address causes and build skills. Earlier coverage in Wind Turbine Blade Recycling Breakthrough: Blades Turned Into Asphalt shows how the argument developed. A closer look at the same subject appears in Moon City Dream Dashed: Water Shortage Limits Lunar Colony Size.

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