NYC school suspensions decrease, but disparities remain, with Black and special education students facing the highest levels of discipline.

New data highlights a continued decline in overall suspension rates within New York City public schools, yet reveals alarming disparities when analyzed by race and disability status. According to the latest report released by the school system, a total of 27,143 student suspensions were recorded in the last academic year, marking a 2.1% decrease from the previous year. This reduction is in line with a long-term trend of declining suspension rates, particularly following an increase observed during the 2022-23 school year, as students readjusted to in-person learning post-pandemic.

Despite the overall decrease, the report indicates that certain groups, particularly Black students and those enrolled in special education programs, continue to face disproportionately high suspension rates. Maria Odom, executive director of Advocates for Children of New York, noted the critical need to recognize that the positive trend in suspension reduction has not been experienced equally across all demographics.

The city’s education system has progressively shifted away from lengthy suspensions towards a framework that emphasizes restorative practices, conflict resolution, and addressing the underlying causes of student behavior. Last year saw a notable drop in “superintendent’s suspensions,” a category designated for serious violations that often result in students being removed from class for extended periods. These long-term suspensions declined by 10%, signaling a shift in disciplinary approaches.

However, disparities remain stark within the superintendent’s suspensions, with Black students—representing 20% of the overall student population—receiving 47% of these longer suspensions, an increase from the previous year. Similarly, students with disabilities, who comprise less than a quarter of total enrollment, accounted for an alarming 46.7% of the lengthy suspensions, increasing by 3.5 percentage points.

Advocates for Children reported that students experiencing homelessness or in foster care face suspension rates four times higher than their peers, showcasing the compounded challenges faced by these vulnerable populations.

In response to the findings, a spokesperson for New York City public schools acknowledged the necessity for ongoing efforts to promote positive and supportive disciplinary measures. However, the growing implementation of progressive discipline strategies has not been without controversy. Critics argue that these reforms risk compromising accountability and have resulted in disruptions within classrooms.

In light of these concerns, Mayor Adams has announced plans to re-educate principals on the disciplinary code amid reports of reluctance to address significant behavioral issues. Advocates maintain that restorative justice practices can effectively foster accountability, enabling students to comprehend the repercussions of their actions while contributing to their behavioral reform. The hope remains that future administrations will continue to support such approaches, emphasizing mental health services and restorative practices over punitive measures, which are often deemed harmful to student development.

As the conversation around school discipline evolves, it underscores a pressing need for comprehensive reforms that not only reduce suspension rates but also promote equity and support for all students.