Teacher Cognitive Load and Student Suspension: A Test of Load Reduction Leadership

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Abstract

This study examined the relationship between teacher cognitive load, as influenced by leadership practices, and student suspension rates in New York City high schools. Employing a sequential explanatory design, we used the load reduction leadership framework to compare schools with high and low suspension rates. Results indicate a significant correlation between high LRL alignment and lower suspension rates. Additionally, specific leadership practices, such as minimizing teacher distractions, were linked to reduced suspensions. These findings suggest that optimizing teacher cognitive load through effective leadership may be a critical strategy for mitigating exclusionary discipline and creating more equitable school environments.

Author

• Kristopher Cole Bertoglio, New York City Department of Education