By Bharti Jayshankar
February 1, 2025: A study from the University of Minnesota has revealed a connection between exclusionary discipline (ED) practices in schools and increased risks of anxiety and depression among students. The research, which analyzed data from over 82,000 Minnesota public school students, underscores the urgent need for schools to rethink punitive disciplinary measures and adopt more supportive approaches.
Exclusionary discipline and mental health
The study, published by the Population Reference Bureau, examined data from the 2019 Minnesota Student Survey, a triennial anonymous survey that has been conducted since 1989 to gauge students’ experiences within the state’s education system. Researchers focused on students in 8th, 9th, and 11th grades, analyzing their experiences with exclusionary discipline such as suspensions, expulsions, and detentions and its impact on their mental health.
The findings revealed that one in 10 students experienced exclusionary discipline, with higher rates among male and nonbinary students, children of color, those in special education programs, and youth living in poverty. The study found that students who faced ED were 64% more likely to exhibit symptoms of depression and 49% more likely to show signs of anxiety.
Students subjected to ED reported feelings of hopelessness, lack of interest in activities, persistent worry, and difficulty controlling their emotions. These symptoms align with clinical indicators of depression and anxiety, as measured by tools like the Patient Health Questionnaire-2 and the Generalized Anxiety Disorder scale-2.
Broader implications
The consequences of exclusionary discipline extend far beyond the classroom. According to the researchers, anxiety and depression in young people can lead to academic struggles, substance abuse, and even suicidal behavior. Students who experience ED are also at a higher risk of dropping out of school, facing employment challenges, and engaging in criminal activity.
This study echoes findings from similar research. For instance, a 2018 study published in Pediatrics found that students suspended from school were more likely to develop behavioral problems and experience academic failure. Another study from UCLA’s Civil Rights Project highlighted that exclusionary discipline disproportionately affects marginalized groups, exacerbating existing inequalities in education and mental health outcomes.
Protective factors
While the findings are concerning, the study also identified several protective factors that can mitigate the negative effects of exclusionary discipline on students’ mental health. These include:
- Participation in extracurricular youth development programs
- Strong connections with parents
- Supportive friendships
- Access to a trusted adult at school
- Positive teacher-student relationships
- A sense of safety at school
The researchers emphasize that fostering these protective factors consistently can significantly improve students’ emotional well-being and resilience.
Reform in school discipline
The study’s authors argue that traditional punitive measures often fail to address the root causes of student misbehavior, which may stem from trauma, stress, or unmet needs. Instead, they advocate for trauma-informed, restorative practices that view misbehavior as a coping mechanism rather than a deliberate act of defiance.
“Disciplinary frameworks that interpret student misbehavior as a means of coping with challenges and adopt trauma-informed, restorative practices and support systems are likely to benefit students and their schools,” the researchers noted.
Supportive approach
The findings highlight the need for systemic change in how schools address student behavior. Restorative justice programs, which focus on repairing harm and building relationships rather than punishing students, have shown promise in reducing disciplinary incidents and improving school climates. For example, a 2020 study from the University of California, Berkeley, found that schools implementing restorative practices saw a 30% reduction in suspensions and improved student-teacher relationships. Programs that prioritize mental health support, conflict resolution, and community building can create safer, more inclusive school environments.
As schools grapple with rising rates of anxiety and depression among youth, adopting restorative and trauma-informed approaches may be key to fostering healthier, more supportive learning environments.
