Disproportionate Suspension and Special Education Identification of African American Students: A Case Study in the Early Elementary Grades

Abstract

Disparate discipline and special education identification of African American students has been extensively documented showing a relationship between race/ethnic status and suspension/special education identification rates; yet the reasons for the disparities are less understood. The data on disproportionality for early elementary students are on the rise triggering states to implement suspension bans for elementary students, but there is limited research related to alternative interventions to suspension for this age group. This qualitative case study examined and contributed to research on disproportionality at the early elementary grades and considered interventions that may disrupt this disproportionality cycle that is pervasive across grade levels. The study investigated the effectiveness of a locally developed process where school teams, including an administrator and school-based mental health professional, consider suspension for students in grades pre-kindergarten through grade 2. This study answered the following questions: (1) the impact of the suspension consideration process on suspension and special education identification rates (2) what influences school teams’ discipline decision-making (3) staff perceptions about the suspension consideration process fidelity and effectiveness in reducing suspension and (4) the ways implicit bias influences decision-making in suspension and special education identification. Methods employed in the study included focus groups, semi-structured interviews, and document analysis. Participants included administrators and school psychologists who are members of the suspension consideration process from elementary schools in a large Pre-K-12 mid-Atlantic school system (pseudonym Big Valley). The Big Valley suspension consideration process, implemented after a state Senate Bill was passed banning early elementary student suspensions, did impact suspension and special education identification rates evidencing a significant decrease in suspension rates and special education identification rates, but disproportionality was noted for students who were African American as compared to their non-African American peers. Ways to decrease disproportionality were recommended including: having mental health professionals in every school, implementing social emotional learning curriculum explicitly teaching students social skills and self-regulation, and using restorative practices to resolve conflict and prevent future harm to keep students in schools. Participants shared that adverse childhood experiences, including trauma, are an impacting factor, beyond race, that needs to be addressed for early elementary learners