Year: 2026
Type: article
Abstract: School discipline aims to address problematic behaviors by suspending or removing disruptive students from class. Previous research indicates that school discipline negatively affects student outcomes, including reduced academic performance and heightened dropout rates (Anderson et al., 2019; Holt & Gershenson, 2019; Roch & Elsayed, 2020). Disparities remain stark, as minority students—particularly Black and Hispanic populations—are disproportionately suspended or expelled (Anderson & Ritter, 2020; Barrett et al., 2021; Nicholson-Crotty et al., 2009). Furthermore, these practices are more prevalent in schools serving students of color, those in high-poverty areas, and institutions with lower academic performance. This study investigates the factors on school discipline by analyzing data from the New York State Education Department (2007–2023). This research highlights the urgent need for equitable disciplinary practices that mitigate long-term adverse effects and address disparity in school discipline across school environments.
DOI: 10.51830/001c.160033
Authors: Jeremy Howard, Ikhee Cho
Institution: Buffalo State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7148467408
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