Special Education Reduces Odds of School Discipline Among Students With Disabilities

• In Event: Focus on Behavior: Interventions, Connections, and Outcomes

Abstract

Students who display persistent behavioral challenges are subject to exclusionary school discipline at disproportionately high rates. This study examines whether special education provides students with disabilities (SWD) protection from disciplinary exclusion, as intended by federal law. Using longitudinal data, we estimate lagged variance decomposition models that disaggregate the outcomes of special education services from the behavioral characteristics that may be indicative of an unidentified disability. Findings indicate that ongoing behavior problems prompted referral, but after entering special education the risk of punishment was significantly reduced. Results extended to all racial groups, including Black students who initially experienced the highest risk of suspension. Rates dropped upon receiving special education status, which may have served to medicalize, rather than punish, maladaptive behavior.

Authors

• Sarah Hurwitz, Indiana University - Bloomington

• Emma D. Cohen, American Institutes for Research

• Brea Perry, Indiana University - Bloomington