Discipline Policies That Do More Harm Than Good

Effective discipline policies should create safe, supportive learning environments while addressing behavioral challenges in a way that promotes growth. However, many schools continue to rely on outdated or punitive discipline policies that often do more harm than good. Rather than improving student behavior, these approaches can disproportionately impact students with disabilities, reinforce cycles of disengagement, and push students further from academic success. Here’s a look at common discipline policies that fail students—and what schools can do instead.

Zero-Tolerance Policies

Zero-tolerance policies impose strict, predetermined punishments for specific behaviors, regardless of the circumstances. Originally designed to address serious infractions, such policies have led to harsh consequences for minor offenses, such as bringing a plastic butter knife to school or engaging in nonviolent misconduct.

For students with disabilities, zero-tolerance policies fail to account for behavioral challenges related to their disability. A student with autism who has a meltdown due to sensory overload may be treated the same as a student engaging in intentional defiance. Instead of addressing the root causes of behavior, these policies often result in suspensions or expulsions that remove students from valuable learning opportunities.

A Better Approach: Schools should implement restorative justice practices that focus on repairing harm, fostering understanding, and teaching students how to navigate conflict constructively. Rather than immediately resorting to exclusionary discipline, educators can use mediation, peer discussions, and structured interventions that promote accountability and behavioral growth.

Suspensions and Expulsions as a First Response

Removing students from the learning environment through suspensions or expulsions is often seen as a way to correct behavior. However, research consistently shows that exclusionary discipline leads to negative academic and social outcomes, especially for marginalized groups, including students with disabilities and students of color. A suspension doesn’t teach alternative behaviors or provide the support students need to address underlying issues. Instead, it increases the likelihood of academic failure, disengagement, and future disciplinary action.

A Better Approach: Schools should prioritize positive behavioral interventions and supports (PBIS), which reinforce appropriate behaviors through clear expectations, targeted interventions, and consistent positive reinforcement. Rather than isolating students from learning, educators can implement individualized supports, behavioral plans, and counseling to help students develop better self-regulation strategies.

Ignoring the Root Causes of Behavior

Many discipline policies focus solely on punishing undesirable behavior rather than understanding why the behavior occurred. Factors such as trauma, unmet social-emotional needs, or learning disabilities can contribute to behavioral challenges. When schools overlook these factors, students are often punished for behaviors beyond their immediate control, leading to a cycle of frustration and repeated infractions.

A Better Approach: Implementing trauma-informed practices helps educators respond to behavioral issues with empathy rather than punishment. This approach recognizes that students may be acting out due to external stressors and seeks to address those needs rather than simply imposing consequences. Schools can incorporate social-emotional learning (SEL) programs to teach coping skills, emotional regulation, and conflict resolution strategies that help prevent behavioral issues before they escalate.

Disproportionate Discipline for Students with Disabilities

Students with disabilities are often disciplined at higher rates than their peers, despite legal protections under the Individuals with Disabilities Education Act (IDEA). Many schools fail to consider whether a student's behavior is directly related to their disability or if additional supports are needed. Instead of implementing behavior plans tailored to the student's needs, schools may resort to punishment, which only exacerbates challenges.

A Better Approach: Schools should ensure that behavior intervention plans (BIPs) and Functional Behavior Assessments (FBAs) are part of a student’s Individualized Education Program (IEP). These tools help educators understand the function of behavior and develop proactive strategies to support positive change rather than resorting to punitive discipline.

Discipline policies should focus on guiding students toward better decision-making, not pushing them out of the educational system. Zero-tolerance policies, excessive suspensions, and punishment without understanding root causes often fail to address the underlying issues behind student behavior. Instead, schools must adopt restorative, trauma-informed, and inclusive discipline strategies that support students in developing the skills they need to succeed academically and socially. When schools shift from punishment to understanding, they create environments where all students—especially those with disabilities—feel supported, valued, and equipped to thrive.