Facing a Broken System:
Addressing Suspensions and Expulsions of Young Black Children in South Carolina
Read The BEE Collective's Full ReportQuantitative Findings from Charleston County School District
1
- Schools with predominantly Black student enrollments had a disciplinary exclusion rate of 98.23 per 1,000 students, while majority White schools had a rate of 14.11, and the district-wide rate was 42.65.
- Out-of- school suspensions at schools with majority Black student populations were 78.8 per 1,000 students, compared to 11.95 at majority White schools and a district average of 34.84.
- In-school suspensions at predominantly Black schools were 17.54 per 1,000 students, compared to 2.08 at majority White schools and 7 district-wide.
2
- North Charleston had a total exclusion rate of approximately 68 per 1000 students, compared to 32 for schools outside of North Charleston and 43 district-wide.
- North Charleston's out-of-school suspension rates were 60 per 1000 students, compared to 24 outside of North Charleston and 35 across the entire district.
Â
Â
3
- Schools with a majority (51% or more) of Black children enrolled represented 25% of the student body but accounted for 58% of the arrest referrals, 57% of out-of-school suspensions and 63% of in-school suspensions.
- In contrast, schools with a majority of White students represented 54% of the student body but only accounted for 5% of arrest referrals, 19% of out-of-school suspensions and 16% of in- school-suspensions in CCSD.
4
- Students attending North Charleston Schools represented only 29% of children enrolled in CCSD but accounted for more than half (53%) of the arrest referrals and 50% of the out-of-school suspensions.
Â
Beyond the Numbers

Ultimately, removing children from early childhood classrooms is a cultural practice that rejects interpersonal, local, state, national, and historical factors.
Removal from the classroom is harmful to healthy academic and social development because it takes children away from learning opportunities they may need to develop safer and more adaptive behaviors.
Removal from the classroom also limits the teacher’s ability to recognize the need for special education services.
Exclusion-based discipline excludes students from receiving the support they may need.
We all need to be part of the team of caring adults that are working together to shape this young person into the best version of themselves.
But we have to be on the same team first.
Opportunities for Change
Recommendations for:
Education & Policy Leaders
- Recruit Black educators, with particular attention to Black men.
- Allocate funding for early childhood education at levels comparable to K-12 education with specific funding for the following:
- Increase pay for early childhood educators.
- Mandate and pay educators to complete ongoing unconscious bias training and professional development.
- Allocate funding to increase professional resources.
- Decrease South Carolina’s child-to-staff ratios.
- Raise awareness about new discipline reform.
Educators
- Learn about the impact of “soft'' removal-based discipline.
- Act and advocate:
- Request racial equity, unconscious bias, and restorative practices training.
- Provide proactive, strength-based, developmentally appropriate education.
- Build trust and strong relationships with families.
- Engage all children.
Parents and Families
- Build a relationship with your child’s teacher.
- Ask about the good and challenging parts of your child's day.
- Ask for resources to support your child.
- Volunteer in the classroom (especially male family members).
- Support your child:
- Talk to your children about feelings.
- Attend meetings or join your local school board, parent-teacher associations or non-profit organizations.
- Request classroom observation.
"Preschool expulsions and suspensions are not child behaviors; they are adult decisions."
-Walter Gilliam
Â
Â
