Before he was suspended, Zaire Byrd was thriving. He acted in school plays, played on the football team and trained with other athletes. He had never been suspended before — he’d never even received detention.
But when Byrd got involved in a fight after one day, none of that seemed to matter to administrators. Byrd said he was defending himself and two friends after three other students threatened to rob them. Administrators at Tri-Cities High School in Georgia called the altercation a “group fight” — an automatic 10-day suspension.
After a disciplinary hearing, they sent him to an alternative school. The experience nearly derailed his education. “The last four years were a lot for me, from to getting suspended,” said Byrd, who started high school remotely during the pandemic.
“I could have learned more, but between all that and changing schools, it was hard.” In Georgia, Black students like Byrd make up slightly more than one-third of the population. But they account for the majority of students who receive punishments that remove them from the classroom, including suspension, expulsion and being transferred to an alternative school.
Those disparities, in Georgia and across the country, became the target of a newly energized a decade ago, spurred by the same that gave rise to the . For many advocates, students and educators, pursuing racial justice meant addressing disparate outcomes for Black youth that begin in the classroom, often through and . The past .
