Students Suspended Out of School in Ninth Grade Face Greater Risk of Juvenile Justice Involvement
Out-of-school suspension can significantly increase the chances that young people become involved in the juvenile justice system, according to new research funded by the Annie E. Casey Foundation.
Among high school students facing the highest risk of court involvement, a single out-of-school suspension raised the likelihood of court involvement 18 percentage points to 49%, with repeated suspensions further increasing that risk. These findings and more are reported in School Discipline, Juvenile Justice System Involvement, and Academic Attainment, which examined education and juvenile justice data for high school students in Massachusetts.
These findings, while not true for all students, apply to students who have been identified as more likely to experience justice system involvement based on their race and ethnicity, gender, economic hardship, frequent school transfers and low attendance.
For policymakers shaping school discipline and court referral practices, the takeaway is clear: For students facing the greatest barriers, different forms of discipline can lead to very different outcomes.
Ninth Grade Is a Critical Turning Point
The risks are especially pronounced in ninth grade.
Students suspended during their first year of high school had a 59% likelihood of justice system involvement. That figure rose to 64% for those suspended for five days or more.
This finding highlights the importance of early high school experiences and the potential long-term consequences of removing students from the classroom during this pivotal transition year.
Persistent Inequities in School Discipline
In Massachusetts and across the country, disparities in school discipline remain widespread.
Students who are male, Black or from communities with fewer economic resources are more likely to be suspended or expelled. These patterns reflect broader inequities in how schools respond to student behavior.
“Black students are still disproportionately affected by in-school suspension, highlighting persistent racial disparities in school discipline,” said Ismanuela Denis, a program associate at the Casey Foundation.
In-School Suspension Shows a Different Pattern
The Massachusetts study examined both out-of-school and in-school suspensions. While out-of-school suspensions were linked to a substantial increase in justice system involvement, in-school suspensions were not.
Researchers found no statistically significant relationship between in-school suspension and later system involvement — including among ninth graders. This pattern also held for older students.
These findings do not suggest that in-school suspension is without harm. Instead, they point to important differences in how various disciplinary approaches affect young people’s trajectories.
Expanding Alternatives to Out-of-School Suspension
“Keeping young people connected to school while addressing their behavioral challenges can be critical to curbing the so-called school-to-prison pipeline,” Denis said, “particularly for students more likely to experience justice system involvement.”
Schools across the country are using approaches that keep students in school while maintaining safe learning environments for all. These include:
- helping students resolve conflicts constructively; and
- providing counseling and other support for students experiencing challenges.
What School Systems and States Can Do
The findings highlight the importance of better data sharing between schools and juvenile justice agencies.
“Student-level data connecting out-of-school suspensions to justice system involvement is essential,” Denis said. “It helps school leaders understand how exclusionary discipline policies can increase the likelihood of system contact.”
Lead researcher Alicia Lynch emphasized the importance of local context.
“Every state and community has its own policies, practices and patterns,” Lynch said. “Without local, student-level data, those patterns can remain hidden or misunderstood. By conducting similar analyses, communities can move beyond assumptions and design more effective strategies to keep young people on positive pathways.”
About the Study
This study is the first statewide effort in Massachusetts to link education and juvenile justice data to better understand how school discipline relates to system involvement and academic outcomes.
Researchers analyzed student-level data from the Massachusetts Department of Elementary and Secondary Education and the Department of Youth Services. The analysis focused on high school students whose experiences — including demographic factors, school mobility and attendance — made them more likely to encounter the juvenile justice system. The final sample included students in the 2016–2020 graduation cohorts.
Northeastern University’s Bouvé College of Health Sciences conducted the study in collaboration with Lynch Research Associates, the Massachusetts Department of Elementary and Secondary Education, the Department of Youth Services and the Massachusetts Juvenile Detention Alternatives Initiative.
