Removal from the school environment as a form of student discipline is certainly not a recent development. Over the last fifty years education has undergone some major changes in the way in which teachers deliver the prescribed curriculum. Education has become student-centered, has been influenced by technology, changes in society, and has become much more inclusive. Yet despite the advances that have come to us, there remain remnants of outdated philosophies and styles that do not serve those whom we strive to reach. It must be stated here that there are clearly examples of student misbehaviour that warrant the need for the temporary removal from the mainstream education setting. These include violent behaviours that clearly put the safety of the student in question and other members of the school community at risk. However there must be an examination of alternative methods of encouraging more acceptable social behaviour. The goal must be to increase acceptable behaviour whi!

le at the same time maximizing an at-risk students opportunity to maintain his or her time in a learning environment. School-based administrators must strive to find other method

Alternative discipline methods to out-of-school suspensions are available. One such alternative that has been gaining more recognition in recent years is the use of in-school suspensions. In this method the student is removed from the classroom setting as a form of discipline. Like full suspension from school it provides the opportunity for the student to reflect on their behaviour. It still relies on a reactive rather than a proactive approach to behavioural intervention, but its value over out-of-school suspensions is that students do not lose the opportunity to learn. Generally students are placed in a quiet setting, often in the office, the learning center, or resource room, and are supplied with classroom assignments and instructional assistance as required. This is essential for many at-risk students who struggle to fulfill their academic requirements. The other advantage of in-school suspension is that in many cases students on full school removal are at home unsupervised and in many cases actually prefer the “punishment” to being in school.

The National Center for Educational Statistics collected data from school-based administrators to identify their perceptions of the most common school discipline problems (Sautner, 2001). They identified student tardiness, absenteeism or skipping, and physical altercations amongst students as there top three concerns. Looking at these issues one must question whether these issues warrant the removal of a student from the educational setting.

s than out-of-school suspensions when behaviours do need to be dealt with. At the same time they must be proactive in working together with staff, students, and community partners in establishing a school climate and culture which values diversity, acceptance, and tolerance and promotes social responsibility. Suspension from the school setting is clearly not a vehicle that teaches social responsibility. We need to re-evaluate the message that we as teaching and learning organizations are sending to our at-risk kids. We talk passionately of the importance of getting an education, but we choose to withhold that from the students who may need it the most.

These alternatives provide administrators with options for discipline that are clearly favourable in that they eliminate some the risk for the at-risk students. Undoubtedly however, schools must do a better job of being proactive in their approach t

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