Board discusses rising suspensions and behavioral supports; district cites trauma and Clemson partnership
Get AI-powered insights, summaries, and transcripts
Subscribe
Summary
Commissioners raised concern about higher suspension rates at several schools during the Dec. 16 session; district staff cited trauma, inconsistent adult responses and cell-phone policy enforcement and described partnerships with Clemson University and expanded behavior-therapy staffing to address root causes.
Columbia, S.C. — The Richland 1 board discussed rising suspension rates, equity concerns and school-based behavior supports at the Dec. 16 work session, with staff urging a focus on root causes and additional services for students and families.
Commissioner Bishop noted an uptick in suspensions and asked whether policy review and resource reallocation were warranted to keep students in school. "If they're not in school, how are we gonna graduate them?" Bishop asked.
District staff responded that a mixture of factors is driving suspensions, including trauma and uneven adult responses to behavior. The presenters described several steps underway: a partnership with Clemson University to provide district-level Board Certified Behavior Analysts (BCBAs), grants to support behavior-management work in selected schools, and restorative-practice efforts. "We basically listen to what's being said by the school. The school leads the meeting, and then we come together... and we work together to solve whatever problem is happening right now in that school in real time," one presenter said.
Commissioners and staff discussed differences in suspension types (in-school vs. out-of-school), the impact of a stricter cell-phone policy, and the need for mandatory family engagement when students return from suspension in some neighboring districts. Several commissioners urged increased social-worker and counselor staffing, noting recommended ratios for high-needs caseloads and the long-term need for sustained funding across grade levels.
The board did not take formal action but asked staff to research existing family-engagement protocols, restorative-justice models already in use in district schools, and to report back as part of regular CIP and budget discussions.
What happens next: Staff said they will review suspension data by school and present options for policy, staffing and family-engagement practices in upcoming reports.