Abstract
The study was a qualitative analysis of secondary students' perceptions towards their school disciplinary absence, the wider context in which it occurred, and its impact on their behaviors and re-entry to school. Findings showed that suspensions had mixed effects on the students. Many of the students including those wanting to improve their behavior, reported no change or worsening behaviors on return to school. Those who reported improved behaviors and greater self-control had, in most cases, received support or participated in alternative programs during and after their suspension. Students identified factors that impacted on the success or otherwise of their returning to school and improving their behaviors. Suspension experiences varied considerably indicating their individual meaning for students and the need for individual approaches to address their needs. A teacher reference group reflected many students' perceptions. Implications for the use of suspensions and reducing the number of school disciplinary absences were discussed.
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