Abstract

This study focuses on the use of suspensions as a form of disciplinary actions in secondary education, specifically urban school districts. As recently as 2006, more than 3.25 million students nationwide were suspended annually across the United States (Baroni et al., 2020). The researcher includes a thorough literature review, breaking down the major themes of the phenomenon: the impact on suspensions on school-based factors like school community, achievement/academic results, and social justice, the overrepresented population receiving suspension focusing on demographics, equity, and perspectives, and alternatives to suspensions including stakeholders, school programs and the policies/approaches that school districts implement. The researcher then conducts a qualitative study, through the lens of phenomenological theory, in order to address the need for and impact of school suspensions at the secondary school level in regards to student success and creating that strong school community where all students have a sense of belonging. Ultimately, the researcher concludes that there is a need for alternatives to be implemented rather than sending a student home for a 2 or 3 day suspension. Further, she highlights the overrepresented population of students receiving suspensions and the major impact is it having on the school community as a whole, and the idea of incorporating restorative practices or Positive Behavioral Interventions and Support programs into school policies and procedures. These concepts are then explored and applied directly to the field of education, exploring potential recommendations at the secondary school level.