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Description

In literature evaluating educational practices, school discipline often becomes identified as a point of controversy, sparking debate regarding how to best support student needs while also continuing to maintain expectations of accountability. Criticism has particularly arisen concerning exclusionary discipline practices, such as that of suspensions and expulsion. Perspectives aligned with this concern highlight the notion that exclusionary discipline removes students from the classroom and disconnects them from the school community; consequently, in turn, exposing students to a greater risk of being arrested and becoming involved with the juvenile justice system. Students who are identified as being a member of an at-risk population, explicitly those impacted by disability, are disproportionately disciplined, rather than receiving the support and services that will allow them to make educational progress and attain social-emotional growth. This systemic literature review assesses the way in which exclusionary discipline approaches function as a risk factor associated with juvenile justice involvement amongst students identified with disability. Using specific keywords within the MackSearch, EBSCO, database, a literature search was conducted which identified twenty empirical studies abiding by the determined inclusion criteria considered within this paper. This review highlights a portion of the most recent literature on this topic, focusing on the negative impacts of utilizing exclusionary practices, and the need to structure school discipline frameworks through a restorative justice model, emphasizing social-emotional learning objectives. Initial findings reflect an emphasis on the necessity of providing students impacted by disability with developmentally appropriate and therapeutic interventions that address their underlying needs.

Publication Date

4-30-2026

Keywords

Suspensions, Juvenile Justice, Disability

Disproportionate Discipline and Developmental Consequences: Exclusionary Practices and Risk of Justice Involvement Among Students with Disabilities

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