Abstract
This qualitative research study investigated teacher perceptions regarding the suspension of students receiving special education services at one high school in the greater Sacramento Area. The study was centered around semi-structured interviews with ten educators, representing special and general education teachers. The research questions included: (1) What are teachers' perceptions of high school suspension for students who receive special education services? (2) What are teachers' thoughts about the efficacy of these school suspensions? (3) What are teachers' perceptions of the impact of suspensions on student engagement and academic achievement for students who receive special education services? (4) What are teachers' ideas for alternatives to suspension? Overall, the results revealed the following overarching themes: (1) Teachers view suspension as overall ineffective in managing student behavior; however they feel that it is necessary for the safety of the campus; (2) Suspension decisions disproportionately affect students of color and student with disabilities; (3) Teachers view that suspension harms the academics and self-esteem of the student; (4) Suspensions can be reduced by building relationships with students, and through the use of restorative practices, and finally; (5) The problems with suspension practices are not specific to students who receive special education services. These results could aid in improving the current discipline processes. Limitations, implications for practice, and recommendations for future research are also noted.