Rethinking School Discipline: Keeping Students with Disabilities Connected to Learning

School discipline plays a big role in whether students stay in the classroom and are connected to learning. According to the Georgia Conflict Center (GCC), students with intellectual and developmental disabilities (I/DD) are disciplined more often than their peers. Data shows Black students with I/DD face the highest discipline rates of all. 

Too often, that discipline means students are removed from the classroom through suspension or expulsion. This is called exclusionary discipline. When students are pushed out of school, they lose valuable learning time. They can also lose relationships with teachers and classmates.
Over time, this can affect their confidence, progress, and sense of belonging. It also increases the risk of being placed into the juvenile and criminal justice systems.

The Georgia Council on Developmental Disabilities (GCDD) is driven by its Five Year Strategic Plan goals to improve services and supports for people with intellectual and other developmental disabilities (I/DD). The Council, charged with creating systems change for individuals with developmental disabilities and family members, will work through various advocacy and capacity building activities to build a more interdependent, self-sufficient, and integrated and included disability community across Georgia.

This project was supported, in part by grant number 2001GASCDD-03, from the U.S. Administration for Community Living, Department of Health and Human Services, Washington, D.C. 20201. Grantees undertaking projects with government sponsorship are encouraged to express freely their findings and conclusions. Points of view or opinions do not, therefore, necessarily represent official ACL policy.