Ohio School Discipline

Ohio law requires schools and districts have a written discipline policy describing their school’s methods of discipline such as suspension, expulsion, removal, and permanent exclusion. The policy should list specific types of student misconduct that would result in discipline and removes a student from their normal education setting. Student misconduct includes any student behavior occurring off district property but is connected to activities or incidents that have occurred on district property.  

Exclusionary discipline removes a student from their normal educational setting and activities. In-school suspension, out-of-school suspension, and expulsion are all forms of exclusionary discipline. 

• In-school suspension means the student attends school but is assigned a special placement that allows completion of schoolwork.  
• Out-of-school suspension means a student cannot attend school due to discipline reasons. 
• Expulsion is when a student is removed from school by the superintendent due to student behavior. 

Ohio law states a public school may suspend a student from school for a period not to exceed ten school days. Public schools may expel a student from school for a period not to exceed eighty school days or the number of school days remaining in the semester or term.  

When a student remains in the classroom and school building, they can be in a position to learn. Ohio law restricts the use of exclusionary discipline practices for pre-kindergarten through grade three students. Whenever possible, the principal shall consult with a mental health professional with the district or school prior to suspending or expelling a student in any of grades pre-kindergarten through three.  

Ohio law encourages keeping students in school by not allowing schools to suspend, expel or remove a student solely on the basis of absences from school. Suspension and expulsion result in absences and contribute to chronic absenteeism. Ohio’s Attendance Guide offers early intervention and prevention strategies to improve student attendance and lower chronic absenteeism. 

Ohio law provides requirements for schools and districts on the procedural safeguards for students with disabilities and their families. The Ohio Operating Standards for Education of Children with Disabilities provides detailed list of the Ohio laws surrounding students with disabilities, including special education policies and procedures.

What are best practices for discipline?

Ohio encourages schools and districts to consider best practices for the discipline process to support safe and inclusive learning environments for all students and staff. When creating a policy, it is recommended schools and districts include the following: 

• Set clear expectations.  
  Be sure to set expectations for students, families, and educators so that consequences for specific incidents are common understanding. Ohio law requires schools to post a copy of the policy in a central location and make available to pupils upon request. Consider asking students and families to sign and return a copy of the policy at the beginning of every school year. This ensures that there is a common understanding of the policy among stakeholders. 
• Support students in completing missed assignments.  
  Create a policy for completing and grading assignments missed because of a suspension. Ohio law allows students the opportunity to complete any classroom assignments missed because of the suspension for, at minimum, partial credit.  
• Communicate and engage families. 
  Ohio rule establishes the importance of clear communication with the student and families. Throughout the disciplinary process, consistent and complete communication between school leadership and families is important to create partnerships for the success of the student.  
• Share appeals process.  
  Ohio law guarantees the rights of the student and their parents, guardians, and custodians to appeal out-of-school suspensions and expulsions. Schools are required to provide a notice of the intent to suspend or expel, and a date and time to appear before school administration to dispute the reason for the intended suspension or otherwise explain the student’s actions. The time to appear is to be scheduled between three to five days after the notice is given. If a student, parent, or guardian intends to appeal they must notify the board by the date specified in the notice. 
• Establish an alternative suspension location.  
  Suspensions can be in-school or out-of-school. Ohio law requires that in-school suspensions must ensure a supervised learning environment. Ohio law also creates the right for schools to establish alternative schools in which students can serve suspensions to allow students to complete coursework and facilitate maximum learning. Some schools integrate behavioral support components within alternative schools to help students understand the impact of their actions and how to better respond in the future. 
• Implement transition plan for student reentry to school.  
  Students returning from exclusionary discipline benefit from a transition plan and process. Connect students with counselors or another school staff person to speak with prior to returning back to the home school and as part of the first days back in the home schools. If students attend an alternative school during a suspension or expulsion, Ohio law requires alternative schools to establish transition plans for students returning to their original school. Regular meetings with the student, parents, teachers and administrators will create opportunities to address situations as they arise.  

Proactive Approaches to Student Discipline

District and school administrators and staff can use the approaches below to encourage keeping students in the classroom to limit gaps in learning and maximize student success. 

Before an Incident

Positive Behavior Interventions and Supports (PBIS) 

Ohio law establishes standards for implementation of Positive Behavioral Interventions and Supports (PBIS), a framework for implementation of evidence-based practices for improving academic, social and behavioral outcomes for all students. This framework is a proactive approach used before an incident and can reduce the need for discipline by teaching students’ expected behavior. PBIS also provides practices to reduce the need for use of restraint and seclusion. PBIS gives students positive skills they can use to decrease discipline referrals and reduce exclusionary discipline practices. 

Before or After an Incident

Alternatives to Discipline 

Alternatives to discipline teach appropriate positive behavior, coping skills, and restore relationships. Implementing alternatives to discipline shift the discipline from punishment to a shared commitment to building a safe and supportive learning environment. Strategies are meant to keep students in the classroom and can be done before, during, or after an incident occurs. 

Restorative Practices 

Restorative practices are school-wide resolutions model based in community and belonging. Practices focus on strengthening relationships between individuals and can be done before or after an incident occurs. Before an incident, programming focuses on community connectedness. After an incident programming brings together all parties affected by a student’s actions to discuss the harm caused and the next steps to repair the relationship. 

After an incident

Behavioral Threat Assessment Teams 

After an incident or threat, the goal of a behavioral threat assessment is to identify students of concern, assess their risk for engaging in violence or other harmful activities, and identify intervention strategies to manage that risk. Ohio law requires each school district create a behavioral threat assessment team. Each member of the school threat assessment team must complete an approved threat assessment training program. Required threat assessment teams should be multidisciplinary and may include school administrators, mental health professionals, school resource officers and other necessary personnel like PBIS and restorative justice team members.  

Resources 

• The U.S. Department of Justice Discipline Guidance is used to promote inclusive schools. The practices outlined will improve school climate and ensure compliance with federal law.  
• The U.S. Department of Education Discipline Resources is a list of tools, data and resources help schools promote safe and inclusive learning environments.  
• The National Center on Safe Supportive Learning Environments has compiled a complete list of all Ohio school discipline laws and regulations. Viewers can find policy by category or visit the “Comprehensive State Report” to download a copy of the entire resource. 
• The National Association of School Psychologists has created a framework for effective school discipline. The resource provides evidence-based practices that promote school safety and a positive school climate. 

Last Modified: 9/19/2024 9:57:34 AM

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