Through a social workers lens: examining school administrators discipline perspectives and practices

Abstract

ABSTRACT Zero-tolerance school suspensions are uncompromising discipline practices that obstruct and deny students access to school-provided meals, school-based support, and academic instruction. More alarmingly, this authoritarian disciplinary practice is prevalent in 75% of schools across the United States. Despite its popularity, a well-established body of literature underscores the detriments of zero-tolerance school discipline, particularly for Black males. Yet, few studies have explored urban K-12 school administrators’ viewpoints and impressions of zero-tolerance school suspensions. Thus, this exploratory qualitative study utilized individual semi-structured interviews and thematic analysis to examine urban K-12 public school administrators’ perceptions, use, and outcomes of zero-tolerance school suspensions. Findings revealed three key themes in administrators’ discipline decision-making: individualized approaches, distrust in zero-tolerance and bureaucratic barriers, and self-reflection. These findings demonstrate how urban K-12 school administrators applied empathetic perspectives, personalized disciplinary approaches, and reluctance to use zero-tolerance suspensions. Additional findings revealed the use of self-reflection as a tool to circumvent zero-tolerance practices, highlighting awareness of racial disparities as a contributing factor. Examining individualized student discipline as a restorative practice, areas for future research, study limitations, and implications for policy and practice are incorporated.