Recent MCPS data that out-of-school suspensions have jumped by more than 25% have sparked a conversation between educators and parents.
While the numbers suggest a worrying trend, a deeper study finds that there is more to the numbers, including outside influences, reporting shifts, and debates about the real role of student mental health in discipline.
Headlines focus on the alarming percentage increase, but some school officials are aiming for a more nuanced interpretation of the data. One perspective suggests that the “jump” may not reflect a sudden surge in bad behavior, but rather an increase in more accurate reporting along with the updates to the student Code of Conduct.
“I do wonder… is Dr. Taylor correct in that we weren’t following the same [suspension] policies or guidelines?” says Cindy Harrison, a counselor at Rockville High School. “So there’s not really a rise in suspensions, but rather the reporting is now correct.”
When examining the actual number of students involved in the suspension data, which spans over 200 schools and approximately 50 students, the perceived significance of out-of-school suspensions shifts.
A common assumption is that suspensions are always tied to mental health and behavioral issues. However, Harrison notes that the reality is often more centered on a lack of emotional regulation and other factors that differ in each scenario.
Many fights stem from an immediate emotional reaction to anger or frustration rather than an underlying mental health diagnosis. Additionally, conflicts often originate in the community, not inside the school, and are simply brought into the school environment.
According to Harrison, we live in a culture that often accepts or even encourages aggression, from contact sports to the idea of “fighting back” when provoked.
When a suspension does occur, the focus shifts to proactive support. Here at RHS, staff use a team approach involving administrators, security, counselors, and social workers. Specific interventions include working with willing parties to resolve conflicts through dialogue, connecting families with outside treatment, and bringing together parents, students, and staff before a student returns to identify what further support is needed.
What may be more concerning than the number of suspensions is the demographics of who is being suspended. MCPS data show that males, students with IEPs, and black males are consistently suspended at significantly higher rates than their peers.
“As a counselor, my concern is more about that [disparity] than about the number, “ Harrison says. This raises questions about whether the current educational structure is failing to meet the needs of those specific student populations.
The general opinion of staff members is that schools cannot solve the suspension crisis with one simple fix. Addressing the “root causes” requires early intervention, as early as pre-K, and increased funding for smaller classes.
The student Code of Conduct provides a framework for consistency, but the human element of it remains a central issue. As RHS continues to analyze its school-specific data, the goal stays the same. MCPS needs to move past the numbers to support the individual student behind these statistics.
