Stimpunks Foundation

Mutual Aid and Human-Centered Learning for Neurodivergent and Disabled People

Side-by-side infographic comparing two approaches to behavior and safety. The left column, labeled “Escalation,” lists zero tolerance, behavior charts, surveillance technology, forced compliance, and punitive consequences, culminating in “Increase Control” and “Fear & Compliance.” The right column, labeled “Regulation,” lists regulation spaces, co-regulation, flexible supports, restorative dialogue, and root cause analysis, culminating in “Build Capacity” and “Safety & Trust.” The image contrasts control-based discipline with regulation-based systems.

Reducing Suspensions Without Escalating Control

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▶ Table of Contents

  1. The False Choice
  2. Our Position
  3. Why Suspensions Happen
  4. What Actually Reduces Suspensions
  5. What Increases Control (Even If Suspensions Drop)
  6. The Regulation-First Ladder
  7. The Philosophy Behind This
  8. For Administrators
  9. Research & Evidence

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Suspensions drop when regulation rises — not when surveillance increases.

The False Choice

Schools are often told they must choose between “discipline” and “chaos.” The result is predictable: increased monitoring, tighter compliance systems, behavior charts, and expanded punitive policies.

Suspensions may temporarily decrease — but control increases. Students feel watched. Staff feel pressured. Nervous systems remain dysregulated.

This is not reform. It is escalation.

Our Position

Suspensions decrease sustainably when:

  • Regulation is prioritized over punishment
  • Relationships replace ranking
  • Support precedes consequence
  • Consent replaces coercion

See also: Regulation-First Discipline Framework

Why Suspensions Happen

Most suspensions are the final stage of a regulation breakdown:

  • Overstimulating environments
  • Inflexible expectations
  • Compliance-based classroom culture
  • Unmet sensory or cognitive needs
  • Escalating adult stress

When systems ignore regulation, conflict escalates.

What Actually Reduces Suspensions

  • Regulation Spaces — calm rooms, decompression corners, sensory resets
  • Predictable Routines — clear transitions and visual structure
  • Flexible Participation — movement, alternate seating, alternate outputs
  • Staff Regulation Support — adult nervous systems matter
  • Restorative Conversations — repair instead of removal

Related: Consent Beats Compliance

What Increases Control (Even If Suspensions Drop)

  • Zero tolerance rebranding
  • Behavior tracking dashboards
  • Public clip charts
  • Surveillance technology
  • Mandatory reflection worksheets during distress
  • Forced apologies

These increase fear, not safety.

The Regulation-First Ladder

  1. Prevent — Design for sensory and cognitive variability.
  2. Co-regulate — Lower intensity before addressing behavior.
  3. Repair — Use restorative conversation.
  4. Reflect — Examine environmental contributors.
  5. Redesign — Adjust systems, not just individuals.

Escalation becomes unnecessary when regulation is standard practice.

The Philosophy Behind This

This approach is grounded in:

Suspensions are often signals that systems need redesign.

For Administrators

If your suspension numbers are high, don’t ask “Who is noncompliant?”

Ask:

  • Where are nervous systems breaking down?
  • Where is flexibility missing?
  • Where is adult stress spilling over?
  • What signals are we ignoring?

Lower suspensions by building capacity — not by tightening control.

Control reduces visible behavior.
Regulation reduces harm.

Suspensions fall when safety rises.

Research & Evidence

The following research supports the ideas here — that punitive discipline increases exclusion, and that regulation and restorative practices reduce suspension and harm, especially for disabled, neurodivergent, and multiply-marginalized students:

Note: These links point to open or publicly shareable versions where available. Some peer-reviewed content may require access through academic or institutional subscriptions.