“Why Am I So Bad?”: Indiana Schools Suspend Tens of Thousands of Students with Disabilities, Raising Concerns Over Disproportionate Discipline Practices
In a troubling trend that has sparked national conversation, Indiana schools are suspending tens of thousands of students with disabilities each year, highlighting a concerning pattern of disproportionate discipline practices. This issue has raised significant concerns about the fairness and effectiveness of current disciplinary measures, particularly for vulnerable student populations. As the state continues to grapple with the issue, many advocates, parents, and educators are calling for systemic change to ensure that students with disabilities are treated equitably and are not unfairly penalized for behaviors that are tied to their disabilities.
The Scope of the Problem
The numbers are stark. According to data from the U.S. Department of Education, students with disabilities are suspended at rates significantly higher than their peers without disabilities. In Indiana, thousands of students with disabilities have been suspended annually, with some reports showing that students with disabilities are suspended at nearly double the rate of non-disabled students. This statistic highlights the troubling trend of how students with disabilities—many of whom struggle with behaviors related to their conditions—are disproportionately affected by harsh school discipline practices.
The impact of suspensions on students with disabilities can be devastating. It disrupts their education, isolates them from their peers, and often exacerbates the very behavioral challenges that led to the suspension in the first place. The suspension of students with disabilities not only deprives them of valuable learning time but also contributes to the school-to-prison pipeline, a phenomenon where students—especially students of color and those with disabilities—are funneled out of the education system and into the criminal justice system.
The Root Causes of Disproportionate Suspensions
There are a number of factors that contribute to the disproportionate suspension rates for students with disabilities in Indiana and across the United States. One of the primary reasons for this trend is that many school systems are ill-equipped to effectively support students with disabilities, particularly those with behavioral challenges.
For many students with disabilities, their behavior is often a direct result of their disability. For example, students with autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), or emotional and behavioral disorders may struggle with impulse control, social interactions, or communication. When these students exhibit challenging behaviors, they are often disciplined in ways that do not take their underlying disabilities into account. Rather than being provided with appropriate accommodations and support, they may be removed from the classroom and suspended.
Furthermore, some schools lack sufficient training for teachers and staff on how to properly support students with disabilities. Educators may not be familiar with the specific needs of students with disabilities, leading to misinterpretation of behaviors and inappropriate disciplinary actions. Additionally, in some cases, schools may rely too heavily on punitive measures—such as suspensions and expulsions—rather than implementing more effective strategies, such as positive behavioral interventions and supports (PBIS) or restorative justice practices, which focus on repairing harm and building relationships.
The Impact of Disproportionate Suspensions
The consequences of suspending students with disabilities extend far beyond the immediate loss of classroom time. Suspensions can have long-term effects on students’ academic achievement, mental health, and social development. When students are removed from school for behavioral issues, they miss out on important instructional time, which can lead to falling behind in their studies. This, in turn, can result in academic frustration, disengagement, and a diminished sense of self-worth.
For students with disabilities, who may already face significant academic challenges, the compounded effect of suspensions can be particularly detrimental. The more a student is suspended, the more likely they are to experience a decline in academic performance and increased risk of school dropout. This is particularly concerning for students who may already be at a disadvantage due to their disabilities, as suspensions can further limit their opportunities for success.
In addition to the academic consequences, suspensions can also have a negative impact on students’ mental health. The experience of being suspended often leads to feelings of isolation, shame, and rejection. For many students with disabilities, these emotional tolls can exacerbate existing mental health challenges, such as anxiety and depression. These negative feelings can create a cycle where students feel disconnected from their schools and their peers, which, in turn, can lead to further behavioral issues.
The social consequences are also significant. When students with disabilities are repeatedly suspended, they are often separated from their friends and social support networks. This isolation can lead to feelings of loneliness and can hinder the development of important social skills. Without access to their peers, students may miss out on valuable opportunities for socialization, which are critical for emotional and social growth.
Disparities Between Disability Categories
An often overlooked aspect of this issue is the disparity between different disability categories. Students with certain disabilities, such as those with emotional and behavioral disorders, are more likely to face disciplinary action than students with other disabilities, such as learning disabilities. This disparity is partly due to the nature of the behaviors associated with these disabilities. For example, students with emotional and behavioral disorders may exhibit behaviors such as aggression, noncompliance, or impulsivity, which can lead to disciplinary measures. However, these behaviors are often directly tied to the students’ disabilities and may be best addressed through behavioral interventions rather than suspensions.
Furthermore, racial disparities exist within the suspension rates of students with disabilities. Black students with disabilities, in particular, are disproportionately suspended compared to their White peers with disabilities. This racial disparity is compounded by systemic racism within schools and communities, where Black students are more likely to face harsher discipline for similar behaviors than White students. This intersection of race and disability creates a compounded disadvantage for many students, resulting in even greater educational inequities.
Legal Protections for Students with Disabilities
Federal law provides certain protections for students with disabilities when it comes to school discipline. Under the Individuals with Disabilities Education Act (IDEA), schools are required to provide students with disabilities with a free and appropriate public education (FAPE). This includes ensuring that students with disabilities are not unjustly disciplined for behaviors related to their disabilities.
If a student with a disability is suspended for more than 10 days, schools are required to conduct a “manifestation determination” review. This review is intended to assess whether the student’s behavior was a result of their disability. If it is determined that the behavior was related to the student’s disability, the school must provide additional supports and services to address the behavior, rather than resorting to suspension or expulsion.
Despite these legal protections, many schools struggle to properly implement IDEA’s provisions regarding discipline. A lack of training, resources, and understanding of disability-related behaviors often leads to inconsistent or inappropriate disciplinary practices. Moreover, many students with disabilities are not given the support they need to prevent behavioral issues in the first place, leading to a higher likelihood of suspension or other punitive measures.
Efforts to Address the Issue
In response to the growing concerns about disproportionate suspensions, Indiana has taken some steps to address the issue. The state has introduced legislation aimed at reducing the number of suspensions for students with disabilities, particularly those with emotional and behavioral disorders. These efforts include providing additional funding for schools to implement alternative discipline strategies, such as restorative justice practices and positive behavioral interventions.
Additionally, many schools across the state are beginning to recognize the importance of providing professional development for teachers and staff to better support students with disabilities. By offering training on how to identify and address disability-related behaviors, schools can reduce the reliance on suspension as a disciplinary measure and instead focus on providing students with the tools and supports they need to succeed.
Moving Forward
While there have been some efforts to address the issue of disproportionate suspensions for students with disabilities in Indiana, much work remains to be done. It is crucial that schools continue to examine their disciplinary practices and make changes where necessary to ensure that all students, regardless of ability or background, are treated fairly and equitably.
One of the most important steps in moving forward is to shift the focus from punitive discipline to supportive, restorative approaches that prioritize the needs of the student. This means providing teachers and staff with the tools and resources they need to understand and address the underlying causes of behavioral issues, rather than relying on suspension as a quick fix.
Moreover, schools must be held accountable for their discipline practices, particularly when it comes to students with disabilities. This means ensuring that schools comply with federal and state laws and that they are providing students with the appropriate supports and services to succeed.
Ultimately, the goal should be to create an educational environment where all students, including those with disabilities, feel supported, valued, and included. By taking a more holistic approach to discipline, schools can ensure that all students have the opportunity to thrive academically, socially, and emotionally.
Conclusion
The disproportionate suspension of students with disabilities is a serious issue that demands attention and action. As Indiana and other states continue to grapple with this problem, it is essential that schools take a proactive approach to creating inclusive, supportive environments for all students. By addressing the root causes of behavioral issues and implementing restorative practices, schools can reduce the reliance on suspensions and ensure that students with disabilities receive the education and support they deserve.
For students with disabilities, the question of “Why am I so bad?” should never be the first thing they ask themselves. Instead, schools should be asking, “How can we better support this student to succeed?” It’s time for Indiana to take meaningful steps toward achieving equitable discipline for all students, regardless of their disabilities.
