1: Suspension Is Never an Intervention: Addressing Systemic Inequalities in School Discipline Through Robust MTSS Practices

This chapter interrogates the persistent use of suspension as a disciplinary tool in K–12 education and argues for a systemic shift toward equity-centered, preventative frameworks. Drawing on current research and national discipline data, the authors demonstrate that exclusionary practices such as suspension fail to remediate student behavior and instead exacerbate educational and social disparities. The evidence indicates that marginalized student populations, particularly African American students and students with disabilities, are disproportionately subjected to these punitive measures, contributing to broader patterns of academic disengagement and involvement with the juvenile justice system. The authors position Multi-Tiered Systems of Support (MTSS) as a viable and evidence-based alternative to traditional discipline practices. MTSS promotes early identification, tiered interventions, and data-informed decision-making to support students holistically. The chapter outlines the structural components of MTSS, including universal, targeted, and intensive supports, and emphasizes the integration of culturally responsive pedagogy, social-emotional learning, and restorative practices. Through illustrative case studies and application of tools such as the School-Based Checklist, the chapter provides practical guidance for school leaders seeking to implement MTSS with fidelity. It further underscores the importance of addressing implicit bias and ensuring that disciplinary actions are equitable and contextually responsive.