Socioeconomic Disparities in School Discipline in Leon County, FL: The Role of Poverty, Law Enforcement, and Educational Governance

This study examines the socioeconomic and racial disparities in school discipline practices in Leon County, Florida, with a specific focus on the role of School Resource Officers (SROs). Using data from the SESIR system spanning 2011-2021, the study analyzes how factors such as poverty, race, and law enforcement presence influence disciplinary outcomes in schools. The findings reveal that students in high-poverty schools face disproportionately higher rates of suspensions, expulsions, and referrals to law enforcement compared to their peers in wealthier schools. These disparities are further exacerbated for Black students, who are more likely to be subjected to punitive measures for minor infractions.

The paper applies Michel Foucault’s theory of neoliberal governmentality to explain how the state’s withdrawal from addressing structural social issues, such as poverty and trauma, has led to an increased reliance on punitive discipline in schools. SROs, originally intended to enhance school safety, now play a central role in managing student behavior, often leading to the criminalization of non-criminal infractions, particularly in high-poverty schools. The study contributes to the broader literature on the school-to-prison pipeline by highlighting the need for trauma-informed care and restorative justice as alternatives to punitive disciplinary measures. The paper concludes by offering policy recommendations to reduce disparities in school discipline and calls for further research on the intersection of race, gender, and disability in student discipline outcomes.