Debate over school suspensions: Discipline or vacation?

The National Parent-Teachers Association of Jamaica (NPTAJ) maintains that suspensions are a controlled form of discipline, but the Jamaican Youth Advocacy Network (JYAN) strongly disagrees, arguing that suspensions act more as a vacation rather than an effective deterrent to misconduct.

During a recent roundtable discussion on youth violence advocacy hosted by JYAN, student leaders, panellists, and audience members expressed concerns about the effectiveness of suspensions.

Speaking with The Gleaner, NPTAJ President Stewart Jacobs asserted that suspensions have had positive effects. However, he emphasised that instead of merely sending students home to deal with behavioural issues on their own, structured rehabilitative disciplinary measures should be implemented.

Jacobs acknowledged that out-of-school suspensions are often ineffective, as they do not necessarily correct student behaviour. Instead, he suggested an alternative approach.

“Where I would want suspension to be regulated and controlled is when the child goes off on suspension, it is not done at home. They should come to school and stay in a special classroom, be monitored, and learn … isolated. That is a form of suspension,” he argued.

JYAN’S PERSPECTIVE: RETHINKING PUNISHMENT

JYAN agrees that suspensions should be regulated, but believes students should not be entirely removed from their core curriculum.

Policy and Advocacy Coordinator Shanielle Allen argues that students from volatile communities are particularly vulnerable when suspended, as they are often left unsupervised at home, increasing their risk of engaging in unproductive or even harmful activities.

Allen criticised the Ministry of Education’s approach to discipline, describing it as passive.

“The ministry has taken a sort of hands-off approach, instead of sending schools explicit stop orders on punitive practices that are clearly not in the best interest of the child,” she stated.

“We saw a forceful approach from the ministry when banning corporal punishment, but we think there are some other practices that need to end.”

Additionally, Allen highlighted the lack of student input in disciplinary policies, despite student councils being legislatively entitled to representation on school boards.

“Students should be involved in the entire disciplinary process, as it is often built on assumptions made about them without understanding their perspective,” she pointed out.

REINTEGRATING SUSPENDED STUDENTS

Jacobs acknowledged the need for structured reintegration programmes for students returning from suspension. He suggested that students should:

• Apologise to their class.

• Engage in team-building activities with those they had conflicts with.

• Have parental involvement in discussions about their behaviour.

He stressed that suspension is rarely a first step, but rather a consequence of accumulated warnings. However, for severe cases such as possession of weapons or physical altercations, immediate suspension or even expulsion might be necessary to maintain school safety.

“In some cases, suspension doesn’t work, and so you have to separate the child from the school. The child might have serious underlying issues that the school system isn’t able to address at the time, so expulsion might be the next order of the day,” Jacobs said.

ALTERNATIVES TO SUSPENSION

While Jacobs believes suspensions remain a necessary disciplinary tool, he agrees that schools should explore alternative measures before resorting to suspension or expulsion.

He listed the following infractions as grounds for suspension:

• Chronic absenteeism.

• Persistent rudeness and defiance towards authority.

• Repeated violations of the school dress code.

• Use of excessive profanity.

• Threats or acts of violence.

Allen, however, believes counselling sessions and targeted behavioural interventions would be more effective for many infractions.

“There is a serious shortage of child psychiatrists and cognitive behaviour therapists for students displaying anti-social behaviour, which often stems from underlying mental health challenges. We must find ways to make these services accessible, especially for students facing the dual realities of poverty and exposure to violence,” Allen said.

THE FUTURE OF SCHOOL DISCIPLINE

While Jacobs remains open to discussions on revising suspension policies on a school-by-school basis, he insists that discipline must remain a priority.

He believes existing policies are sufficient, stating, “I have no problem with it. It has certainly worked, and if there is any revision, it should be to ensure that discipline remains the focus.”

Meanwhile, JYAN continues to advocate for in-house suspensions and behaviour-focused detentions, which have reportedly shown positive results in some schools. The group emphasises the importance of parental involvement in disciplinary efforts to ensure consistency between home and school environments.

As the debate over school suspensions continues, stakeholders remain divided on whether traditional punitive measures should be maintained or replaced with rehabilitative interventions that address the root causes of student misbehaviour.

mickalia.kington@gleanerjm.com