Degree Name

Doctor of Education

Department

Educational Administration

First Advisor

Donahoo, Saran

Abstract

In response to Illinois Senate Bill 100, secondary schools have increasingly relied on in-school suspension (ISS) as a disciplinary measure for addressing major behavioral infractions. As a result, ISS has evolved into a long-term holding environment for students who repeatedly engage in misconduct. This study aimed to explore the experiences of high school students who were assigned ISS multiple times during the 2023-24 academic year. Specifically, it examined students’ perceptions of their high school environment through the lens of repeated ISS assignment. The findings offer insights into how the ISS setting can be restructured to better support students and reduce the recurrence of exclusionary discipline. Additionally, the study highlights the importance of implementing proactive behavioral interventions to address root causes of misconduct. By understanding students’ lived experiences, educators can develop more effective strategies to motivate and support students who are frequently subjected to ISS, ultimately aiming to decrease its usage and improve student outcomes.

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