New school discipline order may increase student expulsions and suspensions.

In a recent executive order, President Donald Trump has initiated a sweeping revision of school discipline policies, a move that has raised significant concerns among educators, advocates, and researchers. This order appears to be predicated on a misinterpretation of prior guidelines established during the Obama administration, particularly the 2014 “Dear Colleague” letter, which sought to address persistent racial disparities in school discipline. Critics argue that the new directive threatens to reverse more than a decade of progress made in creating safer, more equitable school environments, ultimately jeopardizing the welfare of vulnerable students who need supportive interventions the most.

The Trump administration’s assertion that previous guidance led to “discrimination on the basis of race” is categorically misleading. Rather than fostering discrimination, the Obama-era policies aimed to eliminate existing disparities in disciplinary actions affecting students of color, particularly Black students, who have faced disproportionate rates of suspension and expulsion. The emphasis of these policies was on understanding the root causes of behavioral issues, such as trauma and inadequate support systems.

However, Trump’s order shifts the focus back to exclusionary discipline practices, which research has repeatedly shown can exacerbate issues rather than mitigate them. Exclusionary discipline has been linked to increased dropout rates, academic failure, and a higher likelihood of incarceration for students. It fails to address the underlying causes of disruptive behavior, replacing educational opportunities with punitive measures that strip students of vital learning experiences.

Cities like Philadelphia represent a successful alternative approach, where disciplinary methods have shifted from punitive to supportive interventions. Under Police Commissioner Kevin J. Bethel, efforts have been made to decrease reliance on suspensions by employing strategies that prioritize restorative practices over punishment. This approach has demonstrated success in reducing disciplinary actions while promoting a culture of care and support within schools.

Statistical evidence underscores the need for continued reforms in school discipline. Data shows that in certain areas, such as Mississippi and South Carolina, suspension rates are alarmingly high, disproportionately affecting students from marginalized communities. Moreover, the persistence of corporal punishment in 17 states raises serious ethical concerns regarding the treatment of young students.

To prioritize student safety effectively, educational policy must embrace strategies that recognize misbehavior as an opportunity for intervention rather than a cause for exclusion. Instead of targeting vulnerable students with punitive policies, there needs to be a concerted effort to address systemic inequalities that lead to disparities in school discipline.

In summary, while the goal of maintaining discipline in schools is critical, the methods employed must reflect a commitment to equity and support. The reversal of progressive discipline policies not only threatens the gains achieved over the past decade but also undermines the future potential of countless students. It is imperative to resist such policy rollbacks to avoid a regression into a system that prioritizes punishment over education and support.