Suspended Futures: Transforming Racial Inequities in School Discipline, Harvard Education Press, 2025.
We’re excited to highlight the release of Suspended Futures: Transforming Racial Inequities in School Discipline, a new book by Dr. Richard O. Welsh, Associate Professor of Education and Public Policy at Vanderbilt University and a longtime affiliate of the Research Alliance for New York City Schools.
“Suspended Futures is tackling a generational educational equity challenge – the behavior of Black students is perceived and responded differently than their peers. It is an urgent problem given the well-documented adverse impacts of exclusionary discipline," explains Dr. Welsh. "The book leans into the numerous studies on school discipline to glean actionable insights. I also wanted to provide a strategic framework for district and school leaders to incorporate research evidence to better support students and educators in the disciplinary process.”
Suspended Futures offers both an incisive critique of exclusionary discipline practices and a strategic guide for educators, leaders, and policymakers committed to dismantling racial disparities. Drawing on extensive data—including from the New York City public school system—Welsh presents a comprehensive framework for reform aimed at improving school climate and creating inclusive learning environments. The book argues for a shift from student-focused to educator-focused approaches to reform and a shift from blaming to supporting teachers, principals, and administrators.
In addition to Suspended Futures, Dr. Welsh has authored several recent articles that deepen our understanding of how school climate, educator characteristics, and structural forces intersect in shaping student outcomes—especially through the lens of racial equity:
Racial Threat, Schools, and Exclusionary Discipline: Evidence from New York City, Sociology of Education (2025)
This article investigates how racial composition and perceived threat influence exclusionary discipline practices in NYC schools. Read more.
Examining Student Perceptions of School Climate, School Personnel, and School Discipline: Evidence from New York City, Journal of School Psychology (2024)
This study centers students' voices, illuminating the links between their perceptions of school climate and disciplinary experiences. Read more.
School Climate, Teacher Characteristics, and School Discipline: Evidence From New York City, AERA Open (2024)
This paper uses data from over 1,000 middle and high schools in New York City to examine the relationship between teachers’ perceptions of school climate, teacher characteristics, and suspension rate disparities. Read more.
Together, these studies provide valuable insights that can inform the work of teachers, administrators, and district leaders.
We encourage you to explore and share these important works within your networks.