Keeping our children in school; examining disproportionate suspensions and expulsions of African Caribbean students

BY SIMONE J. SMITH

It is the summertime, so most of our students are enjoying sleeping in, watching unnecessary amounts of Netflix, and probably sitting on their phones for ungodly amounts of time.

Things seem normal, but as a parent, there were some behaviors that you noticed in your child that concerned you last school year. They seemed to have challenges regulating their emotions, and you witnessed outbursts, tantrums, and unusual aggressive behavior. There were times when they seemed to question their worth, abilities, and value as a person.

During the school year, you have been called to the school on different occasions, because teachers had complained about your child’s behavior, and when you question them, you hear the feelings of resentment towards their teachers, administrators, or towards their peers who are treated more favorably. One thing that you do not want to see again is their disengagement from their studies, their loss of motivation, or their disruptive behavior as they tried to cope with their feelings of unfairness.

What we are dealing with here is a sinister, and previously overlooked aspect of our schooling here in Canada. Systemic racism and unequal treatment have manifested in various ways within our educational institutions. Reports have revealed that African-Caribbean students face disparities in discipline, academic achievement, access to resources, representation in the curriculum, and overall experiences in Canadian schools.

Disciplinary practices in schools have been a concern, with studies highlighting disproportionate disciplinary actions taken against African Caribbean students compared to their non-black peers. It has led to higher rates of suspensions, expulsions, and negative long-term consequences, such as lower graduation rates and increased involvement with the criminal justice system.

A report, “TOWARDS RACE EQUITY IN EDUCATION,” (April, 2017) exposed that in North American elementary and high schools, Black and Indigenous students are disciplined through suspension and expulsion more often than their peers. These same groups of students are also more often exposed to adversity and trauma such as community violence, racism and inequity.

According to a recent study, African Caribbean students in Southern Ontario were twice as likely as white students to be suspended and four times as likely to be expelled. Indigenous students were expelled at over three times their representation in schools.

Male students are suspended most often making up 77% of students who are suspended.

Disturbingly, research indicates that this racial disproportion is not primarily caused by differences in behaviors, but rather, differences in the way that students are treated and supported, and differences in the characteristics of the schools that African Caribbean and white students attend. One such treatment is the disproportion in suspensions and expulsions that pushes certain students away from post-secondary education and toward systems of criminal justice.

Suspensions and expulsions contributed to what is now referred to as the school-to-prison pipeline. Community workers noted that suspended and expelled students were more likely to drop out of school entirely and often got involved with criminal activity and, because they were not in school during the day, came under increased scrutiny of the police.

This disturbing trend is not new. In April 2000, then Minister of Education Janet Ecker released a Code of Conduct for Ontario schools. She then followed that up with changes to the Education Act, granting legal force to the Code of Conduct giving principals and teachers more authority to suspend and expel students. The Act was passed in June 2000 and came into effect in September 2000.

The Act made expulsions and suspensions mandatory for serious infractions and set out a zero-tolerance policy for inappropriate behavior. This approach to school discipline was criticized for suspending students for minor incidents and for dealing more harshly with African Caribbean students.

To address these issues, Canadian provinces and school boards have implemented initiatives aimed at promoting equity, diversity, and inclusion in education. These initiatives include anti-racist policies, cultural competency training for educators, increased representation of diverse voices in the curriculum, and support programs targeting marginalized students.

Before we start our new school year, it is important to recognize that progress in addressing systemic racism and achieving equity in schools requires ongoing commitment and effort from all stakeholders (Parents of Black Children), including policymakers, educators, administrators, and the wider community. We have to actively work together, to create inclusive and equitable learning environments for all students, regardless of their race or ethnicity.