By Terri Hart-Sears
Editor’s Note: Terri Hart-Sears is a Walled Lake resident whose son was suspended in January for 90 days for bringing a bottle of alcohol to school even though a breathalyzer confirmed that he didn’t consume it, but two friends did.
Suspensions and expulsions have been around for a long time, but Columbine really shifted the pendulum from the rare occurrence to the overuse of zero tolerance as a discipline approach.
A couple of recent articles say, “Tradition does not justify bad practice” and “Suspension is used because it’s familiar, cheap, and convenient.”
It’s also ineffective. Studies continue to show the negative impact of suspensions on kids for the long term.
I had a parent share with me the impact on her son who was suspended last year.
“My son’s suspension continues to hurt him,” she said. “He is angry and has pretty much shut down. He has never gotten a D or E in any class and now has two Ds and an E.”
Suspensions don’t benefit the school as a whole. Good kids are kept out, grades drop, and opportunities are lost for college or other programs. Neither does the removal of students to an alternative program since the student is removed from their peers, friends, teachers and coaches and left to online classes.
These students are provided no opportunities for art, music, sports or social activities.
No one will argue that there are some behaviors that justify removal of a student but as the state says, it should be the last resort, not the first action.
I have read news articles and research studies that say that suspensions don’t work, yet every week there is another story in the news about the abuse of suspensions. When does the evidence motivate administrators to keep kids in school? The state says keep students in school, yet here we are. Just a few weeks ago, students marched against the Detroit’s suspension policies.
The Michigan Department of Education resolution signed last year “emphasizes the need to consider a suspension as a last resort.” According to the resolution, researchers have found no evidence that zero tolerance policies make schools safer or improve student behavior.
There are more effective strategies available such positive behavioral support programs. There is strong evidence that these alternatives will lead to higher academic achievement, a reduction in dropout rate, and a decrease in serious offenses in the school and community environment.
According to the Michigan Student Advocacy Center, “The majority of expulsions are not because of violent offenses ... You have kids who are making mistakes, and that’s what kids do. As adults, we’re supposed to use those mistakes as learning opportunities.” There are other ways to discipline.
Walled Lake Central High School requires the honor students to complete community service to be successful.
Why wouldn’t we do the same for kids who have made a mistake?
Last year, Coach Bill Brenner stood here and said, “I do not think a suspension does anybody any good,” Aren’t we back here a year later, saying the same thing?
Schools continue to rely on suspension, in part because it creates the appearance of “toughness.” The Walled Lake administration here stands by a five month suspension as “normal” to make the school safer yet research indicates that this does not make students or teachers feel safer.
The Walled Lake district is one of the best with nationally recognized schools. Shouldn’t we look to the overwhelming evidence and use the policies to become the leader in the positive approach to discipline, helping our students become more successful? We have an opportunity to change the approach and we would like to be part of the change.
Of course we want to start with our son. But in any case, we are willing to help implement alternative approaches to discipline here.