Middle School Teachers' Perceptions on the Effectiveness of Suspensions for Addressing Problematic Behaviors in Students

Christian Lisowski

 Co-Presenters: Individual Presentation
College: College of Education
Major: Special Education
Faculty Research Mentor: James McLaughlin
 

Abstract:

This study examines middle school teachers' perceptions of the effectiveness of suspensions as a disciplinary measure for addressing problematic student behaviors. Conducted at Myles J. McManus Middle School in Linden, New Jersey, the research utilized surveys to gather insights from 25 middle school teachers representing diverse subject areas. The findings suggest that while suspensions are occasionally perceived as necessary for immediate classroom management, most teachers question their long-term effectiveness in improving student behavior and fostering a positive school climate. Many educators raised concerns about suspensions' negative academic and social impacts, emphasizing their potential to exacerbate disengagement and decrease student performance.The study further highlights teachers' challenges, including inconsistent policy enforcement, lack of administrative support, and insufficient training in alternative disciplinary strategies, such as restorative justice and mentorship programs. Most teachers supported adopting more restorative and inclusive approaches to discipline, recognizing their potential to address the root causes of student misbehavior while promoting growth and equity. However, barriers such as time constraints, funding deficiencies, and minimal parental cooperation were significant obstacles to successfully implementing these alternatives.The research reinforces calls for systemic reform in school disciplinary policies, advocating for professional development, equitable practices, and stakeholder collaboration to create supportive learning environments. Ultimately, the study stresses the importance of removing punitive measures like suspensions toward restorative practices that nurture academic success and social-emotional development.