in school suspension assignment ideas

13 Creative Activities To Do During School Suspension

• Last updated May 28, 2023
• Difficulty Intemediate

• Category United States

School suspensions can be a blessing in disguise for students who crave creativity and seek to explore new hobbies. With ample free time on their hands and a blank canvas before them, students can indulge in a plethora of activities that they may have never had the time for during a typical school day. From painting and writing to DIY projects and gaming, here are 13 creative activities to try out during school suspension that can foster new talents and nurture a love for lifelong learning.

What You'll Learn

Create art using natural materials at the park, read a book in the backyard, plant a garden in the backyard, create a fort from household items in the living room, cook a meal with a parent in the kitchen, write in a journal outside in a quiet spot, make a movie with siblings using a phone or tablet, go on a hike in a nearby nature reserve or park, try a new hobby like knitting or painting at home, play board games with family members, practice yoga or meditation in the backyard, create a scavenger hunt in the neighborhood, learn a new skill like coding or photography online.

In-school suspension can be a difficult time for students. However, it's important to understand that it is not meant to be a punishment but a chance to reflect upon their behavior and take responsibility for their actions. During this time, it's important for students to stay engaged and occupied in a positive and constructive way. One way to do this is by creating art using natural materials at the park.

Creating art is a great way for students to express themselves and release any negative thoughts or emotions they may be feeling. Additionally, working with natural materials can be a calming and grounding experience that can help students feel more connected to the natural world around them.

To begin, gather a variety of natural materials such as leaves, twigs, stones, and flowers. Then, find a quiet and secluded spot in the park where the student can work without distractions. Once there, encourage them to let their creativity flow and use the materials to create a work of art that speaks to them.

Some ideas for natural art projects could include creating a mandala with leaves and flowers, building a rock sculpture, or using twigs to create a woven basket or picture frame. The possibilities are endless, and the final product can serve as a reminder of the student's ability to create something beautiful out of a difficult situation.

It's important to emphasize that this activity is not a way to avoid punishment or responsibility for negative behavior. Instead, it should be seen as an opportunity to reflect, connect with nature, and engage in a positive activity that can boost mood and creativity. By participating in a natural art project at the park during in-school suspension, students can learn to channel their energy in a constructive and positive way that can ultimately benefit their overall well-being and academic success.

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In-school suspension can be a challenging time for students. They may feel isolated, bored, or anxious about missing their regular classes. However, there are ways to make the most of this period of separation from the rest of the school community, and one of them is by reading a book in the backyard.

The idea of reading outside may seem odd at first, but it can be an excellent way to break up the monotony of sitting inside a classroom or detention room all day. Being in the fresh air and sunlight can also help to boost your mood and energy levels, making you more alert and focused when you return to class.

To get started, choose a book that you've been meaning to read but haven't had the time for. It could be a classic novel, a memoir, or a self-help book. Whatever you choose, make sure it's something that interests you and is appropriate for school.

Next, find a quiet spot outside where you can read without distractions. This could be a secluded corner of the schoolyard, a bench under a tree, or even your own backyard if you live nearby. Bring a blanket or towel to sit on, as well as any necessary supplies like a water bottle, sunscreen, or bug spray.

Once you're settled in, take the time to really immerse yourself in the book. Try to avoid checking your phone or getting distracted by other people or noises. If you find your mind wandering, take a deep breath and refocus on the text in front of you.

Reading can be a powerful form of self-care, especially when you're feeling stressed or overwhelmed. By taking the time to relax and get lost in a good book, you can help to reduce your anxiety and improve your mental well-being.

In conclusion, while in-school suspension can be a challenging time, reading a book in the backyard can be a great way to make the most of it. By choosing a book that interests you, finding a peaceful spot outside, and taking the time to really absorb the text, you can turn this period of separation into a positive experience. Who knows? You might just discover a new favorite book or author along the way.

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In-School Suspension: A Chance to Plant a Garden in Your Backyard

Many students dread the thought of being sent to in-school suspension (ISS). It's understandable - sitting in a quiet room all day without your friends, alternating between work assignments and staring at the clock can feel like torture. But what if there was a way to turn ISS into a positive experience?

One idea is to use the time to plant a garden in your backyard. Gardening has been known to be therapeutic and can help reduce stress and anxiety levels. It's also a great way to get some fresh air and exercise, which can improve one's mental and physical health. Not to mention, you'll have the satisfaction of growing your own food and contributing to your community's green space.

To get started, there are a few things that you'll need. First, you'll need to identify a suitable spot for your garden. Look for a location that gets plenty of sunlight and has good drainage. You'll also need to decide what kind of plants you want to grow. Consider factors such as the climate and soil conditions in your area, as well as what kind of crops are best suited for your level of gardening expertise.

Once you have a plan in place, it's time to get to work. Depending on the severity of your ISS punishment, you may have several days or even weeks to work on your garden. Begin by clearing the area and preparing the soil. Consider adding compost or other organic matter to help enrich the soil and improve its fertility. Then, start planting your choice of vegetables, fruits or flowers.

While you work, try to stay focused and present. Use the time to reflect on your behavior and think about why you ended up in ISS in the first place. Perhaps there are underlying issues that you need to address or habits that you need to change. Gardening can be a great opportunity for self-reflection and personal growth.

In conclusion, in-school suspension doesn't have to be a negative experience. By using the time to plant a garden in your backyard, you can turn your ISS punishment into a positive and meaningful experience. Not only will you learn valuable gardening skills, but you'll also benefit from the physical and mental health benefits that come with spending time outdoors and connecting with the natural world. So next time you find yourself in ISS, grab a shovel and get to work!

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In-School Suspension (ISS) can be a challenging and isolating experience for students who have been removed from their regular classrooms. One way to help pass the time during ISS is to engage in a creative project, such as building a fort from household items in the living room.

To start, students should gather materials such as blankets, pillows, chairs, and any other items that can be used to create a structure. The best forts are often ones that use a mix of soft and sturdy materials to achieve a balance between comfort and stability.

Next, students should decide on the layout and design of their fort. Will it be a simple canopy structure draped over chairs, or will it be a more complex formation that includes multiple levels and entry points? The possibilities are endless, and students can let their imaginations run wild.

Once the design is finalized, it's time to start building. Students should first create a base for the fort using chairs and tables. Then, they can use blankets and other soft materials to drape over the structure to provide a cozy and comfortable environment. Pillows can be used as cushions for additional comfort.

After the main structure is complete, students can add finishing touches such as fairy lights or decorations to personalize their fort. They can even create a small table or desk inside the fort for homework or studying.

Building a fort from household items is a fun and creative way for students to pass the time during in-school suspension. It provides a chance to engage in teamwork, problem-solving, and creativity and helps to alleviate the isolation and boredom that can come with isolating students from their regular classrooms. So the next time you find yourself in ISS, consider building a fort – you might just surprise yourself with how fun and engaging the experience can be.

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In school suspension, also known as ISS, can be a challenging experience for students. Spending the day in a separate classroom, away from peers and regular classroom activities, can cause stress and anxiety. However, parents and guardians can utilize this time as an opportunity to bond with their child through cooking a meal together in the kitchen.

Cooking can be a fun and exciting activity for both adults and children, making it an excellent choice to connect with your child during their ISS experience. The kitchen becomes a place where parent and child can work together as a team, share conversation, and create a delicious meal.

Here are some suggestions for cooking in the kitchen during ISS:

Plan the meal ahead of time:

Before arriving at school, make sure to communicate with your child to decide what meal they want to cook. Have a list of ingredients, utensils, and recipes ready so that you can start preparing as soon as you come home. This will ensure that you spend your time in the kitchen cooking and bonding.

Create a calm and relaxing environment:

ISS can be a stressful day for students, so creating a welcoming and relaxed atmosphere in the kitchen can help reduce their anxiety. Encourage your child to share their thoughts or feelings with you while you prepare the meal. You can introduce or talk about new ingredients, cook various types of food, and show them creative cooking techniques to make the experience enjoyable.

Leave distractions behind:

Cooking together can be a perfect way to disconnect from the screen waiting in their ISS classroom and focus on the tasks at hand. Put your mobile phones away and avoid answering calls or checking your emails during your cooking time. By doing so, you can give your child your full attention, which will make them feel appreciated and respected.

In conclusion, in school suspension can be challenging for both parents and children, but cooking in the kitchen can be an enjoyable way to bond and create new memories. It’s an opportunity to support your child and demonstrate that you care for their well-being and success. So why not utilize this time to cook a tasty meal and enjoy each other's company?

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In-school suspension can be a challenging experience for students. Being removed from the typical classroom environment and isolated from peers can lead to feelings of anger, frustration, and boredom. However, one productive way to channel these emotions is through writing in a journal.

Writing in a journal can be a therapeutic tool for students during in-school suspension. It offers a safe space to reflect on thoughts and feelings and can help promote self-awareness and emotional regulation. Plus, the act of writing itself can be a calming activity.

To make the most of a journaling session, it's helpful to find a quiet spot outside of the suspension room. This can be a secluded corner of the school yard or a nearby park. Being surrounded by nature can be calming, and the change of scenery can help shift a student's mood.

Once settled in a peaceful spot, encourage the student to start writing. They can begin by exploring their emotions and processing their thoughts about the suspension. They can also write about their goals and the steps they plan to take to avoid future suspensions. The act of putting their thoughts and feelings down on paper can help them gain clarity and perspective.

In addition to being an emotional outlet, journaling can also benefit a student's academic growth. Writing skills are essential for success in school, and the opportunity to practice writing outside the classroom can help students refine their abilities. Additionally, journaling can help students improve their critical thinking skills as they analyze their thoughts and reflect on their experiences.

In conclusion, in-school suspension can be a challenging and isolating experience for students. However, writing in a journal can offer a productive outlet for processing thoughts and feelings. By finding a peaceful spot outside and reflecting on their emotions and experiences, students can cultivate emotional regulation, self-awareness, and academic growth.

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In-school suspension can be a daunting experience for any student. Being removed from the classroom and isolated can leave you feeling like you have nowhere to turn. However, there are ways to make the time go by quickly and even have fun while serving your punishment. One way to do this is to make a movie with your siblings using your phone or tablet.

Here are some tips for making a great movie while in school suspension:

• Choose a theme - Choose something that everyone can get behind. Maybe it's a superhero movie or a romantic comedy. Whatever it is, make sure everyone is on board.
• Create a script - Come up with a storyline that will keep everyone engaged. Assign roles to each sibling, and make sure everyone has something to do.
• Scout your locations - You might not be able to leave the school, but you can still find interesting locations to shoot your movie. Maybe it's the library, the gym, or even the lunchroom.
• Use props and costumes - Go through your closets and find interesting items to use in your movie. Maybe it's a cape for the superhero or a feather boa for the main character.
• Use editing software - Once you've shot your movie, use editing software on your phone or tablet to put it all together. There are plenty of free apps available that allow you to add sound effects, music, and titles to your film.

Making a movie with your siblings while serving in-school suspension can be a great way to pass the time and even have a little fun. When you're finished, you'll have a fun memory to look back on and a great story to tell. So don't let your punishment get you down, get creative and make something great!

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In-school suspension can be a challenging experience for students who have been suspended from school. While it's important for students to understand the consequences of their actions, it's also important for them to have opportunities for reflection and growth during the suspension period. One activity that can be particularly beneficial for students is going on a hike in a nearby nature reserve or park.

There are several reasons why hiking can be a great activity for students who are serving in-school suspension. Firstly, spending time in nature has been shown to have several mental health benefits, including reducing stress and improving mood. This can be particularly helpful for students who may be feeling overwhelmed or anxious while serving their suspension.

Additionally, hiking in nature can encourage students to be more mindful and reflective. As they walk, they may have the opportunity to think about their actions and reflect on why they were suspended in the first place. This introspection can be an important step towards making positive changes and avoiding future suspensions.

Lastly, hiking can provide students with the chance to develop new skills and interests. For students who may not be used to spending time outdoors, hiking can be a great way to learn more about nature and develop a new hobby. This may motivate them to explore new activities and interests in the future.

If you're a teacher or administrator looking to provide students with an alternative activity during in-school suspension, consider organizing a group hike in a nearby nature reserve or park. Make sure to provide clear guidelines for behavior and safety, and consider bringing along a counselor or other professional to provide support and guidance if necessary.

Overall, hiking can be a valuable activity for students serving in-school suspension. By providing students with the opportunity to reflect, de-stress, and develop new skills and interests, hiking can be a positive step towards future success.

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Getting put in in-school suspension can be a tough experience, especially if you're not used to being separated from your classmates and the daily routine of school. However, it doesn't have to be all doom and gloom. With some creativity and imagination, you can turn your time in in-school suspension into an opportunity to try something new and fun.

One hobby that you might want to explore during your time in in-school suspension is knitting. Knitting has become increasingly popular in recent years, and for good reason. It's a relaxing and enjoyable activity that lets you create something beautiful and practical at the same time. Plus, it doesn't require a lot of expensive materials or equipment. All you need is some yarn, a pair of knitting needles, and some instructions to get started.

If you're not sure where to begin with knitting, there are many online resources that can provide you with the guidance you need. YouTube has a wealth of instructional videos on everything from basic knitting stitches to complex patterns. You can also find a variety of knitting forums and communities online where you can ask questions and connect with other knitters.

Another hobby to explore during your in-school suspension is painting. Painting is another activity that can be incredibly therapeutic and relaxing. There are many different types of painting to choose from, including watercolor, acrylic, and oil. You can purchase some basic painting supplies online, and there are many online tutorials available to help you get started.

Painting is also a great way to express yourself and explore your creativity. You don't need to be a professional artist to start painting; all you need is a willingness to experiment and try new things. Plus, you'll have a finished piece of art to show for your efforts once you're done!

In conclusion, being in in-school suspension doesn't have to be miserable. With a bit of creativity and a willingness to try new things, you can turn your time in in-school suspension into an opportunity to explore new hobbies and interests. Knitting and painting are just two options, but the possibilities are endless. So take advantage of your time and try something new today!

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In-school suspension (ISS) is a form of disciplinary action often taken against students who have violated school policies or the code of conduct. ISS is usually assigned to students who have committed minor offenses, such as excessive tardiness or forgetting homework, as an alternative to out-of-school suspension.

While serving ISS, students are required to stay in a designated area separate from the regular school population. They are not allowed to attend regular classes, participate in extracurricular activities, or use their electronic devices. The goal of ISS is to provide a safe and structured environment where students can reflect on their actions and work on their behavior.

However, serving ISS can be a stressful and isolating experience for students. To help students cope with this situation, school authorities can encourage them to use this time to reconnect with their family members by playing board games together.

Board games are not only fun but also educational. They provide an opportunity for family members to bond, communicate, and learn from each other. Board games can also help students improve their cognitive skills, such as problem-solving, critical thinking, and decision-making.

Playing board games can also help students reduce stress and anxiety. Studies have shown that playing board games can help reduce cortisol levels, which is a hormone that is responsible for stress. Board games can also promote relaxation, laughter, and positive emotions.

Board games come in a variety of themes and levels of complexity, so families can choose games that are appropriate for their interests and abilities. Some popular board games for families include Monopoly, Chess, Scrabble, Risk, and Clue. Families can also try new games that are easy to learn, such as Ticket to Ride, Settlers of Catan, or Carcassonne.

Overall, playing board games is an excellent way for students serving ISS to stay connected with their family, learn new skills, and reduce stress. Schools can provide board games in the ISS room or encourage students to bring their own. By promoting positive experiences during ISS, schools can help students learn from their mistakes and return to their regular classes with improved behavior and attitudes.

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Being placed in in-school suspension can be a tough experience for students. The monotony of sitting in a classroom, often for hours at a time, can feel both isolating and punitive. However, there are ways that schools can help ease the stress of in-school suspension and teach students valuable tools for mindfulness and stress reduction.

One such approach might be to offer time for yoga or meditation practice in a designated outdoor space. As more and more schools embrace the benefits of mindfulness practices, it makes sense to consider this type of option for students who are serving suspension.

Yoga and meditation are both practices that can help reduce stress and anxiety, increase focus and concentration, and improve overall well-being. These practices can be especially helpful for students who are dealing with the difficulties of in-school suspension.

If schools, especially large ones, have a designated outdoor space, it can be a perfect space to offer yoga or meditation. By providing a designated outdoor space, students can feel like they are getting a break from the monotony of the classroom, while still having a space that feels safe and controlled. This helps build positive associations with both mindfulness practices and time spent outdoors. It also gives students a chance to connect with nature and the environment, which can further reduce stress and provide a sense of calm.

Of course, it’s important to make sure that these practices are introduced in a way that is accessible and approachable. Many schools may want to bring in an instructor who is trained in yoga or meditation to lead the practice sessions. This can help make the practice feel more comfortable and engaging for students, while also ensuring that the practices are being done safely.

Another option could be for school staff to lead the sessions themselves. However, it's important that staff have sufficient training and familiarity with the yoga or meditation practices they are instructing. It's also important that they approach the sessions with an open-minded and supportive attitude, as well as sensitivity to students’ unique situations and needs.

Yoga and meditation offer students important tools for dealing with stress, anxiety, and other challenges. By providing a designated outdoor space and trained instructors or support staff, schools can help make these mindfulness practices accessible and engaging for all students - including those who find themselves in in-school suspension.

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In-school suspension is a form of discipline that is used when students engage in misconduct or violate school rules. It involves removing students from their regular classes and placing them in a designated area to complete work or reflect on their behavior. While in-school suspension can be an effective way to address student misbehavior, it can also be a frustrating and boring experience for students. One way to make the experience more engaging and productive is to create a scavenger hunt in the neighborhood.

A scavenger hunt is a game in which students are given a list of items to find or tasks to complete within a specific time frame. In the context of in-school suspension, a scavenger hunt can get students out of the classroom and give them a chance to explore their surroundings while also completing school assignments. Here's how to create a scavenger hunt for students in in-school suspension:

Step 1: Create a list of items or tasks. This can include anything from finding a specific type of tree to taking a photo with a stranger. Be creative and make the tasks challenging but achievable.

Step 2: Map out the scavenger hunt route. Look for places in the neighborhood where students can easily walk or bike to within the time frame of the in-school suspension. Make sure to include a mix of locations, such as a local park, a library, a historical landmark, and a grocery store.

Step 3: Assign students to teams or allow them to choose their own teams. This can help build teamwork skills and foster a sense of camaraderie among students.

Step 4: Provide students with a list of the items or tasks and a map of the scavenger hunt route. Encourage them to work together and be creative in completing the scavenger hunt.

Step 5: Set a time frame for completing the scavenger hunt and provide students with a specific time to return to the in-school suspension area.

By creating a scavenger hunt for students in in-school suspension, you can help make the experience more engaging and productive. This activity allows the students to explore their neighborhood and learn new things while also completing school assignments. It also can help students work together and form stronger relationships, ultimately benefiting their academic and social development.

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In-school suspension can be a challenging experience for students. Being removed from the traditional classroom setting can pose a significant setback to academic progress. However, this doesn't have to be the case. Instead, students can view this as an opportunity to learn a new skill. One way to accomplish this is by learning coding or photography online.

Many online platforms offer free coding courses and tutorials for beginners. Codeacademy, freecodecamp, and Udemy are just a few examples of websites that offer introductory coding courses. These websites teach languages, such as HTML, CSS, and JavaScript. Coding is an essential skill in today's world, and it can be beneficial in fields such as computer science, engineering, and even journalism. Students can take advantage of their time in in-school suspension to learn this valuable skill that can potentially benefit them in the future.

Photography is another skill that students can easily learn online. Many online photography courses and tutorials are tailored for beginners. These courses cover topics such as understanding your camera, basic composition, and how to edit photos in post-production. Photography is a valuable skill to learn as it can be used for personal interest and professional growth in fields such as journalism, marketing, and product design.

In-school suspension provides a unique opportunity for students to invest their time in learning new skills that go beyond the traditional classroom curriculum. By taking advantage of online resources, students can learn coding and photography, which can prepare them for a brighter future. Furthermore, learning new skills can also boost self-esteem and confidence, and it can make students feel more accomplished and fulfilled.

In conclusion, in-school suspension doesn't have to be a wasted opportunity for students. They can take this time to learn new skills such as coding and photography online. They can use these skills to their advantage in the future and potentially elevate their careers. The possibilities are endless, and the benefits are invaluable.

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Frequently asked questions.

- Depending on the policies of the school, in-school suspension may allow for quiet study, completing school work or assignments, participating in online classes, or reading books.

- It depends on the school's policies, but typically phone use is not allowed in in-school suspension. Students should check with the overseeing teacher to see what the guidelines are.

- Again, it depends on the school's policies. Some schools may allow for quiet music if it helps the student concentrate while completing assignments or reading. It is best to check with the supervising teacher before using headphones.

- The length of in-school suspension can vary depending on the severity of the infraction and the school's policies. Some in-school suspensions may last a few hours, while others may last multiple days.

- Talking to other students is typically not allowed during in-school suspension as it can be a distraction to oneself and others. Students should focus on completing their work or reading quietly.

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KEITH GESWEIN

EDUCATIONAL RESOURCES FOR LITERACY AND WRITING IN GRADES 1-6

Meaningful Assignments for Students Serving In-School Suspension

I always hate the assignments I send with students when they serve ISS.  I hate everything about ISS.  Obviously, when students are fighting or behaving extremely disrespectfully, they need to be removed from class.  But once he/she is taken to ISS, I despise gathering work for the student to do all day because I know I’m going to do a terrible job of doing so.

I always end up feeling guilty for the work I send.  I know I should have already prepared packets of work, but planning ahead is not exactly my strong suit.  So I end up grabbing workbooks and textbooks.  I spend about two minutes looking for things that will take this student a long time to complete.  Then I slap a few post-it notes with pages numbers to complete.  The entire time, I’m thinking, “This is such pointless work.”

These are the students who need the most support and I’m sending pointless work for them to do right after they’ve had a serious altercation with another student or teacher.  I always feel guilty, but I feel like I have no options because I only have a few minutes to find work because I’m in the middle of class.  The work also has to keep the student busy for a day without requiring too much effort from the ISS teacher who already has a million other things to do.

These are the students I’ve kept in mind as I’ve written over 200 passages about famous athletes.  As I research athletes like Kevin Durant, Tom Brady, Cristiano Ronaldo, and Usain Bolt, I look for stories about times they’ve made mistakes and how they overcame them.  When Kevin Durant was in high school, one of his basketball coaches was murdered.  Kevin was really upset because this coach was like a father to him.  Kevin’s performance on the court suffered because he started disrespecting opponents and hogging the ball.  Then Kevin realized his old coach would not want him to play like that.  Kevin stopped doing those things and his play improved.  The students who are sitting in ISS need to realize that huge celebrities like Kevin Durant make mistakes just like them.   Our students need to read stories of successful people who learn from mistakes and are determined never to make the same mistake twice.  Now, Kevin Durant is one of the most respected players in the NBA.

When I write these passages, I also include stories of how hard these athletes have worked to achieve success.  I describe how these athletes have put in years and years of insanely hard work to be successful.  When NFL quarterback Tom Brady was growing up, he hated that his sisters were better athletes than him.  He was determined to do whatever it took to be the best athlete in his family.  Now he is one of the greatest quarterbacks in American football history!  Here are some passages where the headline shows you the focus of the passage.

I’ve written three sets of passages about most athletes.  For example, my set about LeBron James and Michael Jordan includes paired texts about their childhood, pro sports career, and charity work.

Each set of paired texts includes a quiz.  There’s also a writing prompt that ties all the passages together.  The first page, which you can give to the ISS teacher, explains which two passages go together.  Answer keys are also provided.  You can print a few copies of each set to have in a file folder for those times when you have to immediately send work for ISS.

Some teachers have told me the work for ISS should be boring busy-work, which I totally disagree with.   The punishment for the student should come in the form of isolation from his/her peers, not pointless assignments.

In addition to classroom teachers, I encourage ISS teachers to try a few of my paired texts. A few ISS teachers have left feedback on my paired texts saying they were helpful when kids in ISS finished the assignments sent by the classroom teacher.  They are also helpful when the student’s classroom teacher is unable to send work on time.

Click any of the images below to see all the paired texts I have available in my TpT store.  I’ve written passages on more than 70 athletes who compete in a variety of sports, so I’m sure you’ll find topics that will interest your students.  I also have passages written on a variety of reading levels to help you meet the needs of your students.

Feel free to leave feedback in my TpT store to let me know how these work for you.  Thank you for the 5,236,823 things you do for your students every day!

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In-School Suspension: 6 Key Elements You Need To Consider

Written by Maria Kampen

Help inspire your students to love learning with Prodigy's adaptive online platform.

• School Leaders
• Definition of in-school suspension

Benefits of in-school suspension programs

• 6 Essential parts of an effective in-school suspension program

Alternatives to in-school suspension

What’s the point of an in-school suspension ?

Is it to punish students for bad behavior? Remove them from class so other students can keep working? Keep them from an out-of-school suspension?

Focusing on the narrow applications of an in-school suspension means losing sight of the positive impact this strategy can have on your school culture . 

Keep reading to find out how a thorough in-school suspension plan can benefit your school , 6 key elements that you’ll need to successfully create your own program, and 3 alternatives to consider using .

What is in-school suspension?

In-school suspension, also known as ISS, is a form of punishment that keeps students in school and doing work, but isolates them from the rest of the student body. 

In some schools, in-school suspension is an essential part of a behavior management program, while for other schools it’s a way to reduce out-of-school suspension numbers.

In-school suspension can be an effective tool when it comes to student behavior and achievement, but only if it’s used properly.

There are three ultimate goals of any in-school suspension program:

• Solve root problems
• Encourage positive behavior
• Discourage repeat offenders

Students who spend less time in the classroom generally tend to have lower-than-average student achievement rates . While in-school suspension keeps students out of their regular classrooms, the program also provides:

• Academic support 
• Time to work on assignments
• Behavioral resources to keep students engaged. 

An effective in-school suspension program can detect learning disabilities and provide support for behavioral issues before they become serious issues. When students receive the support they need, they’re less likely to be referred to the in-school suspension program again.

Other benefits of a developed in-school suspension program include:

• Building a positive school culture   --  When students have clear rules and expectations and know how rules will be enforced, they’re more likely to behave and succeed.
• Access to more student data --  Educators can use  data-driven instruction  techniques to monitor students, provide support and make decisions that support student success. 

Receiving an in-school suspension is enough to prevent some students from repeating bad behavior. Other students might need extra support to correct patterns of behavior and address underlying issues. 

6 Essential parts of an effective in-school suspension program

Remember the three goals of an in-school suspension program: 

• Discourage repeat offences
• Solve academic and behavioral issues
• Encourage positive behavior from the whole school 

Every school’s in-school suspension program is going to look different based on student need and school resources, but many successful programs have these 6 elements in common:

1. Consistent criteria and rules

Students respond well to structure and consistency, not decisions made on a case-by-case basis. When the criteria for receiving an in-school suspension isn’t explained, students are more likely to:

• Not know what they’re doing is wrong
• Receive multiple in-school suspensions
• Disagree with discipline and act out

Students should understand what will earn them an in-school suspension. Consider setting out a clear code of conduct at the beginning of the school year. 

Have staff enforce the rules in accordance with these guidelines, and encourage them to do it in a way that doesn’t emphasize existing racial, learning or economic disparities. 

Provide incentives to students for doing well, like added privileges or low-cost rewards. Praise positive behavior as often as you discipline negative behavior. Students need to understand what they did to receive an in-school suspension was unacceptable and their behavior has consequences, for better or worse.

Students should also have a clear and accessible list of in-school suspension rules. Some examples include:

• No sleeping
• Arrive on time
• Don’t be disruptive
• Complete your assigned work
• Follow all regular  classroom rules

It might seem harsh, but in-school suspension isn’t meant to be a vacation from the classroom. Enforcing a clear set of rules can help you discourage certain students from repeating their bad behavior.

2. Effective professional development for teachers

In order for an in-school suspension program to be effective at reducing suspensions, teachers have to use effective classroom management techniques. 

Students should only be referred to in-school suspension when necessary.

According to a study by educational researchers Susan Polirstok and Jay Gottlieb , what teachers say and do in the classroom can have a large impact on student behavior and learning. Polirstok and Gottlieb aimed to design a training program for teachers:

“Focused on behavior management procedures employing positive behavioral interventions to  increase the level of teacher praise and reinforcement to students, thereby decreasing punishment and negative teacher comments .”

They offered teachers seven half days of training over the course of four months, and a 45-minute follow-up session eight weeks after the program ended. Each half day began with a Q&A where teachers could as questions and discuss problems in their classes as a group. Specific sessions covered topics like:

• Developing classroom rules
• Fostering ownership
• Paying attention to teacher language
• Using positive statements from teachers to students
• Implementing user-friendly reinforcement systems
• Using selective ignoring
• Working to reduce regular disruptive behavior over time

At the end of the program, Polirstok and Gottlieb found what they expected: 

“The findings of this professional development program confirmed what researchers and teachers typically say about classrooms — that successful behavior management is a critical prerequisite for successful academic instruction .”

Many teachers lack the skills they need to effectively manage their classrooms, either through lack of training or experience. In the same study, Polirstok and Gottleib note:

“All too often, novice teachers arrive at busy, urban schools lacking the techniques they need to create positive learning environments that can best meet the diverse needs of elementary level learners.  Both pre-service teachers and novice in-service teachers lack the years of experience which over time informs classroom management generally and behavior intervention more specifically. ”

After implementing the professional development program, school leaders reported a change in school climate, as well as a 61% decline in disciplinary referrals over the prior year and a 32% decline over the year before. 

When teachers have the skills to effectively manage their classrooms, they’ll only refer more serious cases to in-school suspension, which reduces the overall number of suspensions and makes sure students who need extra behavioral or academic support have it.

3. Academic and behavioral support

Students can act out for a lot of reasons, including unmet behavioral needs, past trauma, or undiagnosed learning difficulties. In-school suspension offers a unique opportunity for qualified staff to sit down with students one-on-one, uncover the root of the issue and prevent it from happening again.

It’s not correct to assume students always know what they did was wrong and discipline will correct the behavior. Students might need a little extra coaching to determine why their behavior was wrong and how they can correct it in the future. Some popular techniques include:

• Assigning students a  project-based discipline assignmen t
• Requiring students to complete a  social-emotional skills course
• Holding a  problem solving session  between the student and the referring teacher
• Requiring students to  speak with a student counselor  at least once during their suspension

Teachers should also be required to give students work to complete during the suspension, and students are responsible for completing the work in full. Some students might benefit from being assessed for learning disabilities or being provided with extra tutoring on difficult concepts.

4. Dedicated space and supervision

An effective in-school suspension program should have a dedicated space and teacher to supervise students. In order to effectively work with students referred to in-school suspension, an educator needs to have a few key qualities:

• Experience working with special education students
• A genuine passion for students and a desire to see them succeed
• Training and experience in developing and running an in-school suspension program

Ideally, a program should have a teacher who can assess learning difficulties, a school counselor and a low teacher-to-student ratio to encourage good behavior. They should also be in a space away from the rest of students, to keep students from being distracted.

When in-school suspension programs aren’t in a dedicated space with a dedicated teacher, they lose their impact. It communicates to students you don’t want to put the time and resources into seeing them succeed and the program is a meaningless formality on the way to more serious consequences. 

Use your resources to demonstrate a commitment to student success in all areas of the school and encourage students to take in-school suspension seriously.

5. Parent involvement

Talking to parents about how you’re disciplining their child can be difficult, but involving parents in the discussion improves the chances students will get the support they need at school and at home. 

There are a number of ways to involve parents when dealing with an in-school suspension:

• Offer them the opportunity to shadow their child for the day  — Letting parents see how their child behaves in the classroom is a valuable way for them to see what support their child needs, and can reinforce good behavior.
• Ask parents to volunteer in your school  — Invite parents to actively participate as classroom volunteers or chaperones for field trips. This helps teachers build relationships with parents in a more informal setting. 
• Organize a team meeting — While it’s standard procedure to call the parents when a student is referred to in-school suspension, scheduling a meeting between parents, the student, and a counselor can help the whole group find to the root of the issue.

Parent involvement depends on a lot of things, including their relationship with their child and their work schedule, so this might not always be the best option.

Regardless of how involved the parent wants to be, spend some time explaining how the in-school suspension program works in your school at the next parent evening or in a parent newsletter . Keep parents up-to-date and informed on ways they can get involved so they’re not blindsided if their child gets in trouble.

6. School leader support

Budgets, staff, students and a calendar full of meetings — it takes a lot of work to keep a school running smoothly. But did you know, as a school leader, you can have a meaningful impact on the success of your school’s in-school suspension program?

As a school leader, you set the standards for acceptable behavior, organize professional development opportunities and decide what and how students learn at your school. 

You know your school best, and have a responsibility to develop programs to meet the needs of all students. As a leader you can:

• Provide leadership and mentoring to teachers
• Develop a comprehensive in-school suspension program
• Increase the number of vocationally-based programs available
• Allocate more resources for students with behavioral or learning needs

When Polirstok and Gottlieb studied professional development and in-school suspension, they found something else that was crucial for the program’s success:

“The role and reputation of the principal as a leader and respected colleague could have also had an impact on the performance of each of these schools.  It would seem that the active participation of the principal in this type of school-wide intervention may be a critical variable. ”

Your job is to get involved and be a positive example of the culture you want to see in your school!

In-school suspension works in certain cases, but it’s not always the best method for every student. For students at a higher risk of dropping out of school or students with an individual education program (IEP), in-school suspension could actually make underlying issues worse. 

Sometimes it makes sense to explore alternate methods, with the same three goals in mind: 

• Find the root cause of the issue
• Build a positive student culture .
• Keep students from repeating their behavior

Social-emotional learning

Social-emotional learning is a program for the entire school that encourages the development of healthy relationships and emotional skills.

At Valor Collegiate Academies , a charter school in Nashville, social-emotional learning is a priority. Their program requires students to participate in morning meetings and a mentor program. Students move through different levels of the program to earn various privileges. 

During the meetings and mentorship program, students work through behavior challenges. The program is also used to discipline students using a restorative justice model.

As a whole, the school places an emphasis on supporting the diversity of their students — a key component in a school with a racially and economically diverse student body, originally created to combat highly segregated school districts. 

And it’s working! 

During Valor’s first year there were no suspensions, and there were only 17 suspensions when the school expanded from 100 to 500 students the year after.

Community service

Instead of serving a regular detention or suspension, students can participate in community service activities outside of school hours to give back to the community. 

Ideas for community service opportunities include:

• Planting trees or working outdoors
• Volunteering at a local retirement home
• Cleaning up a local park or playground
• Working with a local charity or organization
• Volunteering in individual classroom to prepare for lessons, organize supplies or clean up after class

Community service gives students the opportunity to meet new mentors, learn new skills and redirect their energy towards the good of the community, not their own misbehavior.

Restorative justice

Restorative justice moves beyond discipline and into repairing relationships between students, teachers, staff and the community. It brings together students to talk about the issues in a calm and ordered manner, where they can air out their grievances, apologize for harm done and make restitution.

When restorative justice is used, the person who has been wronged or harmed has the opportunity to share their feelings and the impact with the person responsible for the harm, who can then work to repair the relationship. 

There are many different ways to explore restorative justice in the classroom:

• Encourage teachers to talk with their entire class to discuss and solve problems at a classroom level
• Ask the two parties involved in a conflict to sit down with mediators (either other students or staff) to discuss an incident
• Encourage students who have broken the rules to find a way to make restitution, either through fixing what was broken or doing community service
• Provide support and hold students accountable when they return from an in-school suspension.

In some schools, restorative justice is a formalized process, while in other schools it can be as simple as waiting 10 minutes after a conflict and sitting both parties down to discuss.

Final thoughts on in-school suspension

There are a lot of different factors that influence student misbehavior, including learning needs and behavioral issues.

In-school suspension communicates to students that their behavior was unacceptable, and looks at the whole picture to determine if the student needs extra support. Providing students with the resources they need should be the ultimate goal of any school, and in-school suspension is just one part of that support. 

When students have these resources, they’re less likely to repeat in-school suspension and more likely to succeed in the classroom. What could a successful program look like in your school?

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Keys To An Effective In School Suspension Program

by James Burns | Oct 3, 2019 | Burns' Bench

This idea of in-school suspension has been around since the 1970’s when researchers began propagating the notion that out-of-school suspensions (OSS) were ineffective, and perhaps even detrimental to students. It has been my experience that out of school suspension is only ineffective when the student is left unsupervised in the home while they are suspended, and because the parents don’t hold the child accountable for his poor behavior in school. Students would come back from out of school suspension, without any consequence imposed in the home, and had no fear of being suspended again. The school then has been handed the responsibility of holding students accountable, while the student remained in school for behaviors that they would otherwise be suspended for. For ISS to be successful certain key elements must be in place and the program must be taken seriously by students, teachers, and administration. ISS is not a holding tank and should not be used for that purpose.

While in ISS students should be engaged in the same academic work that they would be completing in the classes that they would have otherwise missed. This prevents students from falling behind and having to play catch up. They should be inspired to change their behavior and work to understand their alternative to the negative behaviors they exhibited in the past, and they need to be educated on what those alternatives might be. In this way ISS becomes an intervention and not punishment.

To learn more about how to conduct an effective in school suspension program

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10 In-School Suspension Best Practices

In-school suspension can be an effective way to deal with disciplinary issues, but only if it's done correctly. Here are 10 best practices to make sure your ISS program is successful.

In-school suspension (ISS) is a disciplinary action that can be taken by schools when a student violates the code of conduct. While ISS is not as severe as out-of-school suspension, it is still a serious consequence that can have a negative impact on a student’s academic performance and social development.

That’s why it’s important for schools to have ISS policies and procedures in place that are fair, consistent, and effective. This article will discuss 10 best practices for in-school suspension.

1. Establish a clear definition of in-school suspension

When students are in school, they should be learning. If they’re not, then the time spent in school is wasted. That’s why it’s important to have a clear definition of what in-school suspension entails.

Will students be allowed to work on their classwork? Will they be able to talk to their classmates? What type of supervision will they have? These are all important questions that need to be answered before in-school suspension can be implemented.

Without a clear definition, in-school suspension can quickly turn into a punishment that does more harm than good.

2. Develop an ISS policy that is consistent with the school’s discipline code

If a school’s ISS policy is not consistent with the school’s discipline code, it can create confusion for administrators, teachers, and students. This confusion can lead to inconsistency in the application of ISS, which can in turn lead to unfairness in the disciplinary process.

It is important that schools have an ISS policy that is clear, concise, and easy to understand. The policy should be reviewed on a regular basis to ensure that it remains up-to-date and aligned with the school’s discipline code.

3. Have a written plan for each student assigned to ISS

When a student is assigned to ISS, it’s important that they know what is expected of them and what the consequences will be if they don’t meet those expectations. A written plan helps to ensure that both the student and the ISS teacher are on the same page from the start.

The written plan should include the following:

– The reason why the student was assigned to ISS – The rules that the student must follow while in ISS – The consequences that will occur if the student doesn’t follow the rules – The length of time that the student will be in ISS – The goals that the student is expected to achieve while in ISS

Having a written plan for each student assigned to ISS may seem like a lot of work, but it’s worth it in the long run. Not only will it help to keep the students on track, but it will also make your job as the ISS teacher much easier.

4. Provide students with appropriate supervision and instruction

When students are removed from the classroom and placed in in-school suspension, they are not only missing out on valuable instruction time, but they are also at risk of falling behind their peers. In order to avoid this, it is important to provide students with a way to stay caught up on their work while they are in in-school suspension.

One way to do this is by providing students with a list of assignments they need to complete during their suspension. This way, they can work on their assignments during their free time and turn them in when they return to class.

Another way to provide students with instruction while they are in in-school suspension is by having a teacher or tutor come in to work with them individually or in small groups. This way, students can get the help they need to understand their assignments and make sure they are completing them correctly.

5. Keep records of all incidents involving students who are suspended

When a student is suspended, it’s important to have a record of the incident so that you can track their behavior and see if there are any patterns. This information can be used to help prevent future incidents and also to help the student get the support they need.

Keeping records also allows you to monitor the effectiveness of your in-school suspension program. You can use the data to see if there are any areas that need improvement.

6. Make sure there is adequate space for ISS

If a school doesn’t have enough space for students who are assigned to ISS, then those students will likely be placed in an out-of-school suspension (OSS). OSS is much more disruptive to a student’s education than ISS, and it can also lead to increased behavioral problems.

So, if a school doesn’t have enough space for ISS, it’s important to make sure that the school has enough space for OSS. Otherwise, the school may end up with more behavioral problems than it started with.

7. Ensure that students have access to their regular classes during ISS

If students are removed from their regular classes and placed in ISS, they can fall behind in their coursework. This can lead to lower grades and may even cause them to fail the class. Additionally, being removed from class can be disruptive and make it difficult for students to focus on their work.

By ensuring that students have access to their regular classes during ISS, you can help them stay on track with their coursework and avoid falling behind.

8. Use ISS as a learning opportunity

When students are removed from the classroom, they miss out on important instruction time. In-school suspension gives you the chance to provide them with alternative learning opportunities so they don’t fall behind.

This might include assigning them independent work to do, providing them with additional resources, or even offering one-on-one tutoring. The goal is to make sure they’re still able to progress academically while they’re serving their suspension.

Additionally, in-school suspension provides an opportunity for students to reflect on their choices and behavior. This reflection can be used as a teachable moment to help them understand why their actions were wrong and how they can avoid making similar choices in the future.

9. Involve parents in the process

When a child is suspended from school, it’s important that their parents are aware of the situation. Not only does this allow them to be more involved in their child’s education, but it also helps to ensure that the child is receiving the support they need at home.

It’s also important to involve parents in the process so that they can help to prevent future suspensions. By working together, you can develop a plan that will help to keep the child on track and out of trouble.

10. Evaluate your program regularly

When you take a step back and look at your in-school suspension program, it’s important to identify what is and isn’t working. Are students returning to class after their suspension? If not, why? Is the length of time spent in in-school suspension appropriate?

Evaluating your in-school suspension program on a regular basis will help ensure that it is effective and meeting the needs of both students and teachers.

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On Board Online • May 20, 2019

By Jeffrey Mongelli Senior Staff Counsel

Generally, school districts have broad discretion in assigning duties to teachers, provided the assignment does not infringe upon a teacher’s tenure rights or is otherwise legally impermissible (i.e., be disciplinary in nature, violate a contractual provision, or be affected by other factors such as “malice, bad faith, gross error or prejudice”).

In Appeal of Jane Doe , the commissioner of education reviewed a case in which a school district assigned a tenured math teacher to seven non-teaching duty periods of supervising students serving in-school suspensions.

This assignment came immediately after the conclusion of an Education Law section 3020-a disciplinary proceeding at which the teacher had been acquitted of all charges related to allegations of corporal punishment and was ordered by the hearing officer to be "reinstated with full back pay."

After the decision by the hearing officer was rendered in May 2017, the district assigned the teacher full-time to supervise in-school suspension for the remainder of the 2016-17 school year and continued that assignment during the 2017-18 and 2018-19 school years.

The teacher unsuccessfully challenged the school district's authority to take such actions. According to the commissioner, the record established that her reassignment "was based on multiple concerns about her performance over time that led to past reductions in [her] assignment to direct classroom instruction."

Furthermore:

• The assignment was not inconsistent with the hearing officer's reinstatement order. Jane Doe argued that the district failed to implement the hearing officer's decision because the reinstatement order "encompasse[d] a return to the same assignment" that she held prior to the disciplinary hearing. However, as explained by the commissioner, section 3020-a does not limit a district's authority to assign nonteaching duties to a teacher who is the subject of a disciplinary proceeding following completion of the proceeding. Nor does it require that a district restore such a teacher to his or her teaching duties thereafter.
• The assignment was not inconsistent with the teacher's tenure area and did not violate the teacher's tenure rights. Jane Doe argued that her assignment was inconsistent with her math tenure area. But the commissioner rejected that argument, citing prior decisions that establish that "tenured teachers may be assigned to duties concerning the supervision of children, which have 'traditionally fall[en] squarely within the responsibility of all members of the teaching staff, regardless of the area in which their tenure is secured.'" The commissioner added that "the concept of tenure does not entitle a teacher to assignment to a specific class upon his or her return following a section 3020-a proceeding, nor does it preclude [as noted above] assignment of such teacher to nonteaching duties." Moreover, it is "well-settled that a teacher may be assigned to nonteaching duties on a full-time basis without violating the teacher's tenure rights."
• The assignment was not disciplinary in nature. According to Jane Doe, her assignment constituted discipline within the meaning of 3020-a and could not be effectuated lawfully without first going through a disciplinary process including a hearing. The commissioner disagreed, saying that a district's "decision to reassign a tenured employee based on the district's educational needs does not constitute discipline [requiring a 3020-a proceeding] as long as the employee's rights are not infringed." In this regard, the commissioner determined that, as indicated above, the in-school suspension assignment did not violate Jane Doe's tenure rights. The commissioner also determined that Jane Doe failed to support an additional argument that the district's actions were taken in retaliation for her successful defense in the 3020-a proceeding.

Jane Doe cited prior decisions in which the commissioner had found certain actions by the respective districts to constitute discipline. Unlike those cases, Doe's assignment "did not involve issuance of a counseling letter or make [the teacher] subordinate to another teacher . nor did [the district] issue a letter of reprimand relating to the conduct that led the superintendent to make the reassignment ."

• The assignment did not violate a contractual provision . In this case, the record established that the applicable collective bargaining agreement was silent with respect to teacher assignments. Moreover, the union had tried and failed to negotiate such a provision.
• The assignment was not affected by malice, bad faith, gross error or prejudice. According to the commissioner, the district's decision to not return Jane Doe in May 2017 to teaching math "was justified by the district's need to ensure continuity in the mathematics classroom and to avoid disruption of the education of students at that late point in the school year." The students had been taught by a long-term substitute teacher for the vast majority of the school year.

Regarding the district's decision to continue her assignment in subsequent school years, the commissioner noted that "[she] has not proven that the superintendent acted in bad faith by making the reassignment for the 2017-18 and 2018-19 school years."

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New tool kit helps in appeal process for students facing suspension

A new tool kit for parents and caregivers of Buffalo Public School students will help them navigate the suspension process.

The tool kit was developed by Columbia University Law School and Western New York Law Center.

Many parents and caregivers may not understand how to fill out a letter of appeal with regard to state law.

Attorney Sam White from the Western New York Law Center said the tool kit can help with that.

“For the past four months we've been collaborating to develop a tool that could assist families in writing their appeals,” she said.

Through April 18 th over 7,000 students in the Buffalo Public School district have been suspended during the school year.

In the district, Black students are over two times more likely to be suspended than white students and students with learning disabilities were suspended at an even greater rate.

“One thing that we found is there are a number of students who are going through a suspension process that is lacking all of the proper due process, proper notification, description of charges, even the opportunity to appear during the hearing,” she said. “If they don't receive their notification that a hearing is going to occur, they may not know that they can attend it. But more importantly with the short-term suspensions, families typically get one piece of paper and it does not explain that they have the right to appeal at all.”

One of Columbia Law’s suggested recommendations is notification of a right to appeal should appear on multiple suspension documents.

“That way, in the event of a short-term suspension, families know that there is an opportunity to have an informal conference, to question witnesses and even to appeal,” White said.

The tool kit is available May 1 st through Western New York Law Center website .

For Earth Day, Try These Green Classroom Activities (Downloadable)

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Earth Day is April 22 in the United States and the day the spring equinox occurs in some parts of the world. It’s a day to reflect on the work being done to raise awareness of climate change and the need to protect natural resources for future generations. Protecting the earth can feel like an enormous, distant undertaking to young people. To help them understand that they can play a role by focusing on their backyards or school yards, educators can scale those feelings of enormity to manageable activities that make a difference.

We collected simple ideas for teachers and students to educate, empower, and build a connection with nature so that they may be inspired to respect it and protect it. Classrooms can be the perfect greenhouse to grow future stewards of the environment.

Click to Download the Activities

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Facing pressure from rights groups, World Bank suspends funding for Tanzania tourism project

FILE - Giraffes and zebras congregate under the shade of a tree in the afternoon in Mikumi National Park, Tanzania on March 20, 2018. The World Bank has suspended funding for a tourism project in Tanzania that caused the suffering of tens of thousands of villagers, according to a U.S.-based rights group that has long urged the global lender to take such action. (AP Photo/Ben Curtis, File)

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KAMPALA, Uganda (AP) — The World Bank has suspended funding for a tourism project in Tanzania that caused the suffering of tens of thousands of villagers, according to a U.S.-based rights group that has long urged the global lender to take such action.

The World Bank’s decision to suspend the $150 million project, which aims to improve the management of natural resources and tourism assets in a remote part of southern Tanzanian, was “long overdue,” the Oakland Institute said in a statement Tuesday, charging that the bank’s “failure to take immediate action resulted in serious harms for the local communities.”

At least $100 million has already been disbursed for the project, which started in 2017. The suspension of World Bank financing took effect April 18.

The Oakland Institute, a California-based rights watchdog whose work focuses on marginalized communities, for years led calls for the World Bank to stop funding the project known by the acronym REGROW, documenting serious rights abuses suffered by Indigenous communities in the area.

The group in a report released in November accused the World Bank of failing to hold Tanzanian authorities accountable for extrajudicial killings and sexual assaults relating to the expansion of Ruaha National Park.

The report said the Tanzanian government’s tactics to force communities away and increase tourism in Ruaha National Park, a goal of the REGROW project, were “inextricably tied to its financing by the World Bank.”

The World Bank said at the time that it “has zero tolerance for violence in the projects it finances,” adding that a panel of inspectors was reviewing a complaint related to REGROW “to determine whether a compliance audit into the concerns raised is warranted.”

In recent correspondence between the World Bank and the Oakland Institute seen by The Associated Press, the lender confirmed the suspension of further disbursements to REGROW “until we are confident that the project is upholding our environmental and social standards.”

Anuradha Mittal, executive director of the Oakland Institute, said the World Bank’s decision to suspend funding for “a dangerous project” is a victory for marginalized communities in the East African country.

“It sends a resounding message to the Tanzanian government that there are consequences for its rampant rights abuses taking place across the country to boost tourism,” Mittal said. “The days of impunity are finally coming to an end.”

It was not immediately possible to obtain a comment from Tanzanian authorities.

The Oakland Institute documented at least 12 disappearances or extrajudicial killings allegedly carried out by rangers, in addition to multiple sexual assaults of women. Government agencies allegedly seized and auctioned large numbers of cattle, imposing a heavy financial strain aimed at pressuring herders to leave.

“During the first months of 2024, rangers illegally seized and auctioned off thousands of cattle from herders while preventing farmers from cultivating their land -– devastating countless livelihoods as a result,” it said in its statement Tuesday.

Tanzania relies heavily on tourism to finance its budget, and the country has long been trying to develop its extensive national parks to attract more visitors.

Tens of thousands of communities in other parts of Tanzania have been caught up in the efforts, putting local authorities under the spotlight over civilian abuses. These efforts, cited by Amnesty International and others, include the violent eviction of 70,000 Maasai from grazing lands in the Loliondo area to clear vast tracts of land for trophy hunting.