5 Steps to Reduce Student Suspensions

Student suspensions remain a significant challenge for American schools. Suspensions are linked to negative outcomes such as lower academic achievement and higher dropout rates. Each year, more than 3 million students experience out-of-school suspensions, often for non-violent behavior. The following five practical steps outline how schools can reduce suspensions, keep students in class, and improve learning outcomes.

1. Analyze historical data

Begin by assembling a collaborative team of educators and stakeholders to examine historical discipline data. Useful metrics include:

• Total suspensions or referrals over time
• Counts of in-school versus out-of-school suspensions
• Demographic breakdowns of incidents
• Patterns by grade level, department, and individual staff
• Recidivism rates
• Percentage of students with no incidents

Careful analysis helps teams identify root causes, trends, and processes that contribute to high or low suspension rates. Those insights should drive the priorities and interventions in a strategic plan targeted at the underlying issues rather than symptoms.

2. Apply the 80 percent rule

A common mistake is emphasizing targeted or intensive supports (Tier 2 and Tier 3) before ensuring a strong schoolwide approach (Tier 1). During the data review, ask: “Are at least 80 percent of students behaviorally successful?” If the answer is yes, Tier 1 systems are likely working, and the school should maintain those universal supports while designing targeted interventions for the remaining students. If fewer than 80 percent are successful, prioritize establishing or improving Tier 1 behavior systems that set consistent expectations and teach positive behavior schoolwide.

3. Set strategic goals

After determining whether the focus should be on Tier 1, Tier 2, or Tier 3 supports, set clear, measurable goals. These should include a schoolwide suspension reduction target and specific behavior goals for individual students. For students with identified needs, integrate goals into Behavior Intervention Plans (BIPs) or Individualized Education Programs (IEPs). Measurable objectives make it possible to track progress and determine whether interventions are working.

4. Plan for action

Translate goals into an actionable plan with timelines, assigned responsibilities, and identified resources. All actions should align with the chosen tier of support. For Tier 1 (schoolwide) improvements, consider the following steps:

• Define successful behavior: Create a common language and clear behavior descriptors so all staff and students understand expectations.
• Use a data-driven approach to reinforce behavior: Equip staff with a straightforward method to recognize positive behavior and capture those moments in real time. A digital or mobile system for logging positive behaviors helps build a reliable data record that highlights strengths and trends over time.
• Establish schoolwide positive recognitions: Coordinate celebrations and acknowledgments so positive reinforcement is consistent across classrooms, not left to individual teachers alone.
• Create a consistent response to misbehavior: Pair consequences with instruction and positive reinforcement. Define which behaviors are managed in the classroom versus those that require office intervention, and create clear protocols for escalation and support.

If Tier 1 supports are already effective, focus on reducing suspensions among Tier 2 and Tier 3 students with targeted strategies:

• Create data-driven watch lists: Determine thresholds that flag students for closer monitoring and assign ownership for reviewing these lists regularly.
• Implement a student behavior problem-solving process: Identify which students need additional support, assemble the right team of staff, and clarify each member’s role in designing and delivering interventions.
• Set data-based behavior goals: Use baseline data to choose one target behavior at a time and establish realistic growth goals for each student.

5. Monitor progress

Effective plans require ongoing, frequent monitoring. Schedule regular data cycles—at least monthly, and more often when needed—to review progress, adjust strategies, and recalibrate goals. Each cycle should include identifying the challenge, collaborating on solutions, taking action, and reflecting on outcomes. Engaging teachers, families, and students in these reviews helps build shared ownership and supports continuous improvement.

Achieve and celebrate

When schools follow these steps—analyzing data, applying the 80 percent rule, setting strategic goals, planning aligned actions, and monitoring progress—they can reduce suspensions and build a more positive school climate. Celebrating measurable progress reinforces positive behavior, boosts morale, and encourages ongoing commitment to keeping students engaged and learning.

About the Author

Tom Hierck has been an educator since 1983 and is the author of several books, including Seven Keys to a Positive Learning Environment in Your Classroom. Dr. Kent D. Peterson is Professor Emeritus in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin–Madison; his research includes more than 90 studies and articles on school leadership and principals’ roles.

This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift in education toward digital curriculum.