The role of rules in Indiana classrooms
In several Indiana schools, strict codes of conduct are seen as essential to maintaining calm classrooms and productive learning environments. While these policies have been credited with supporting academic achievement, they have also sparked discussions about their impact on students with disabilities.
Suspensions and special education students
One example involves a middle school student with attention-deficit/hyperactivity disorder (ADHD), who has faced multiple suspensions related to behavioral incidents. His mother argues that many disciplinary measures fail to consider the challenges associated with his condition, contributing to his academic struggles.
Statewide data indicates that students with disabilities are suspended at significantly higher rates than their peers without disabilities. In some institutions, suspension rates exceed the state average, raising concerns about whether such measures hinder long-term academic progress.
Supporters and critics of the discipline model
Supporters of strict discipline highlight that structured environments ensure safety and help maintain focus in classrooms. Some parents even report that, despite their own children being suspended, they see benefits in holding students accountable and preserving order.
On the other hand, special education experts argue that suspensions often serve as short-term solutions. They point out that removing students from class does not provide them with tools to improve behavior, while lost instructional time can worsen academic gaps.
Searching for balance
The central challenge is finding a balance between maintaining order and offering appropriate support to students with disabilities. While some families appreciate the consistency of strict rules, others worry that repeated suspensions hinder learning. Schools face the task of ensuring safe, structured classrooms while adopting strategies that foster inclusion and long-term growth.
