Cultivating Belonging: Alternatives to Suspensions for Nurturing School Communities

One of the most common misconceptions about schools becoming trauma-informed and resilience-focused is that the approach allows space for excused behaviors and creates opportunities for students to escape the consequences of their choices. However, this could not be further from the reality of the philosophy and fundamental pillars of creating a trauma-responsive disciplinary system.

Conventional disciplinary actions like suspensions often fail to address the underlying needs of students and families, jeopardizing their sense of belonging and connection within the school community. However, there are alternative strategies grounded in a trauma-informed, resilience-focused mindset that prioritizes support and growth over punitive measures. Research consistently underscores the harmful effects of suspensions on students’ academic performance, mental well-being, and prospects (Skiba et al., 2011). Rather than perpetuating cycles of disconnection, schools can adopt proactive interventions aimed at tackling the root causes of behavioral issues while fostering a culture of belonging.

One powerful alternative is the implementation of restorative justice practices. Emphasizing accountability, empathy, and the restoration of harm, restorative circles, mediation, and dialogue offer students opportunities to reflect on their actions, understand their impact on others, and collaboratively seek solutions that promote healing and reconciliation. Within a robust restorative practice implementation, the process would include proactive and universal structures to prevent harmful behaviors and reactive structures to repair and restore the harm once it is done. Having both ends of the restorative spectrum fully in place is key when aiming for the most impactful and effective implementation.

Moreover, trauma-informed approaches recognize that disruptive behaviors often stem from unresolved trauma or unmet social-emotional needs (SAMHSA, 2014). Introducing trauma-sensitive practices into the curriculum and school environment creates safe spaces where students feel supported, understood, and empowered to navigate challenges constructively. It empowers staff to apply a curious mindset to consider what is or has happened in a child’s world, contributing to their decision-making process. This includes considering which Universal Needs are being met and unmet (Belonging, Independence, Mastery, and Generosity) and considering the student’s private logic contributing to their emotional reaction which drives their thoughts as they consider their choices. Once we identify which areas of their Circle of Courage are broken, we can create plans to intentionally mend those broken Circles and meet their needs proactively as we foster healing.

When considering consequences to apply in response to a challenging experience within the school, one should always aim to:

• Apply a curious mindset: Staff should consider the background and circumstances of the student before applying any consequences. This includes recognizing any potential trauma the student may have experienced, such as adverse childhood experiences (ACEs), socioeconomic challenges, or mental health issues. By understanding the context, administrators can approach the situation with empathy and tailor consequences accordingly.
• Focus on Belonging: Instead of resorting solely to punitive measures, staff should prioritize building positive relationships with students. This can involve engaging in restorative practices such as open dialogue, active listening, and problem-solving discussions. Strong relationships foster trust and understanding, essential for effectively implementing restorative consequences. If exclusionary practices are required due to the nature of the incident, communication with the student and family, while they are being kept from school, is critical, along with scheduling a time to connect with the student upon their reintegration into school to reestablish that connection and sense of belonging.
• Promoting Accountability and Growth: Restorative consequences should aim to hold students accountable for their actions while providing opportunities for reflection and personal growth. Staff can achieve this by involving students in decision-making and encouraging them to take ownership of their behavior. Restorative consequences should be either natural or logical and focus on repairing harm, restoring relationships, and helping students learn from their mistakes.
• Encouraging Empowerment and Agency: Staff should empower students to actively participate in the restoration process. This can involve providing opportunities for students to express their perspectives, identify the impact of their actions, and participate in creating solutions. Students are more likely to feel invested in the outcome and motivated to make positive changes by fostering a sense of agency.
• Prioritizing Support and Well-being: Administrators should consider the student’s well-being when implementing consequences. This includes providing appropriate support services, such as counseling, mentorship, or academic assistance, to address underlying issues contributing to the behavior. Restorative consequences should not exacerbate trauma but promote healing, resilience, and overall well-being.

By considering these factors, administrators can ensure that consequences are trauma-informed and restorative in nature, ultimately fostering a positive school climate and supporting the holistic development of students. Prioritizing alternatives to suspensions rooted in a trauma-informed, resilience-focused approach preserves the sense of belonging and connectedness of students and families and cultivates a school environment where every member feels valued, supported, and capable of overcoming challenges together. By investing in proactive interventions prioritizing growth, understanding, and community-building, schools can lay the foundation for a more inclusive, equitable, and nurturing learning environment for all.