Study uncovers how schools circumvent suspension bans
Phys.org
February 23, 2026
AI-Generated Deep Dive Summary
A new study from San Francisco Unified School District's (SFUSD) Shoestrings program highlights a significant issue in education: schools are increasingly relying on informal exclusionary discipline practices to circumvent formal suspension bans. These methods, which include assigning extra duties, restricting activities, or isolating students, often go unreported and contribute to racial disparities in disciplinary outcomes. The research reveals that while these tactics avoid official suspension records, they still disproportionately impact Black and Latino students, perpetuating cycles of inequality.
The Shoestrings program was initially designed to address racial gaps in early childhood discipline but inadvertently uncovered a broader problem. District leaders found that schools were using alternative forms of exclusionary discipline as a workaround for suspension bans, often without tracking these practices. This lack of oversight has allowed informal disciplinary actions to thrive, creating challenges for educators and administrators who aim to foster inclusive environments.
The study emphasizes the need for greater transparency and accountability in school discipline. By identifying these informal tactics, researchers hope to develop more effective solutions. For instance, training teachers on restorative justice practices and implementing clear policies to monitor alternative disciplinary measures could help mitigate these issues. The findings also underscore the importance of collaboration between schools, districts, and communities to address systemic inequities in education.
Understanding how schools circumvent suspension bans is crucial for anyone interested in science, particularly in fields like educational equity and behavioral research. These informal practices not only affect student outcomes but also highlight broader structural issues within the education system. By addressing these hidden forms of exclusion, policymakers and educators can work toward creating more equitable and inclusive learning environments for all students.
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Originally published on Phys.org on 2/23/2026