Disciplinary Practices in Schools: A Look at Paramount’s Approach
In the heart of Indianapolis, a middle school student’s struggles highlight a growing concern about school discipline practices. Levent, a 13-year-old with ADHD, often finds himself at odds with his school’s disciplinary measures, which his mother believes contributes to his academic challenges.
Levent’s school, Paramount Englewood, is part of a charter network lauded for its academic achievements, yet it’s also known for its high suspension rates, particularly among students with disabilities. Levent’s disciplinary record includes incidents for misbehavior such as disrespecting teachers and unsafe actions like leaving campus, which have led to suspensions for fighting and other rule violations.
NPR is using pseudonyms for Levent and his mother, Shania, to protect their privacy as the story deals with sensitive personal information.
Suspension is a common consequence for Levent, who feels unfairly punished for playful actions with peers. “It felt like I was getting suspended for just playing around with my friend,” he shares, reflecting a sentiment his mother echoes, questioning the school’s response to behavior influenced by ADHD.
Data reveals a broader issue: students with disabilities are suspended at significantly higher rates nationwide. At Paramount Schools of Excellence, the suspension rate for students with disabilities is nearly three times the state average, according to an NPR analysis.
“Calm” Hallways, High Suspension Counts
Paramount Schools of Excellence, a K-8 charter network, maintains calm and focused environments, a quality emphasized by CEO Tommy Reddicks. He attributes the high suspension rates to a structured system designed to ensure safety and enhance learning, even for students with disabilities.
Federal data shows Indiana’s schools use exclusionary discipline more frequently than many other states, with Paramount’s suspension figures exceeding state averages. In the 2024-25 school year, for every 100 general education students, there were about 45 suspensions, compared to the state’s 10. For special education students, the number rose to 73 suspensions per 100 children, against the state average of 22.
Reddicks notes a decline in suspensions for students with disabilities, attributing it to matured campuses and staff training efforts. Despite the high suspension rates, he believes that Paramount’s structured environment supports strong academic performance.
Parental Perspective on Discipline
Some parents appreciate Paramount’s disciplined atmosphere. Nicol, a mother of five, values the strict rules that contribute to her children’s success. Even though her son, Leon, who has autism, has faced suspensions, she supports accountability while recognizing when suspensions may not be warranted.
Despite the stringent discipline, Nicol trusts Paramount due to the positive outcomes she’s witnessed in her older children, believing the school environment prepares them well for future academic challenges.
The Impact of Suspensions
Experts argue that suspensions fail to equip students with disabilities with necessary skills. Federico Waitoller, a special education professor, states, “Suspension doesn’t fix much… You’re not teaching anything,” emphasizing the need for alternative approaches to discipline.
Shania, witnessing the impact of missed school days on Levent, worries about his academic progress. With his final middle school year underway, she is contemplating alternative educational options if the disciplinary practices continue to impede his learning.
