Addressing Racial Disparities in School Discipline: A Decade of Progress and Challenges Ahead

Zaire Byrd, a thriving student at Tri-Cities High School in Georgia, found himself suspended for the first time after getting involved in a fight to defend himself and his friends from potential robbery. Despite his previous clean record, the school labeled the incident as a “group fight” and automatically suspended him for 10 days, sending him to an alternative school.

The experience nearly derailed Byrd’s education, as he struggled with the transition and felt disconnected from his classmates. This situation is not unique to Byrd, as Black students in Georgia and across the country face disproportionate disciplinary actions that remove them from the classroom.

While there has been some progress in lowering suspension rates for Black students over the past decade, massive disparities still exist. Advocates argue that bias and structural issues continue to fuel the school-to-prison pipeline, as students who are suspended are more likely to face future disciplinary actions and disengagement from school.

Despite federal guidelines urging schools to use suspension and expulsion as a last resort, some districts have doubled down on exclusionary discipline, especially in the wake of the pandemic. This has led to increased days of class lost due to suspensions, particularly impacting Black students.

However, efforts to address these disparities have led to some positive changes, such as the adoption of restorative justice practices and increased investment in mental health resources. Still, advocates emphasize the need for continued progress in dismantling biased disciplinary practices and supporting students like Byrd who deserve a second chance to succeed in their education.