The Burlington School District in Vermont has proudly announced a significant achievement in its decades-long commitment to reducing racial bias within its student discipline system. This marks a pivotal moment for equity in education.
Newly released data highlights that students of color, who constitute approximately 42% of Burlington’s pre-kindergarten through 12th-grade student body, were responsible for just 33% of suspensions during the most recent academic year. This is a substantial improvement from the 2012-2022 period, when these students made up half of all suspensions, despite only representing 38% of the total enrollment.
Furthermore, the overall number of suspensions across the district’s 3,200 students decreased by 17% last year, falling from 248 to 207, according to reports.
Years of Dedication to Educational Equity
In Vermont, one of the nation’s least diverse states, Burlington’s progress stands out. While the Vermont Agency of Education defines educational equity by the level of achievement, fairness, and opportunity in schools, many districts, including Burlington, have historically struggled to translate these principles into tangible results.Persistent racial disparities in disciplinary actions and ongoing reports of harassment and bias within schools have plagued Vermont’s education system.
However, Burlington’s leadership has consistently prioritized addressing this issue, recognizing that suspensions are often linked to poorer academic outcomes and higher dropout rates.Henri Sparks, Burlington’s Director of Equity, emphasizes that this positive shift is the direct result of deliberate reform. “When students from the global majority succeed, all students succeed,” he stated, referring to Black, Asian, Indigenous, brown, and multiracial students.
A Restorative Approach to Discipline
Central to this transformation is the district’s updated restorative code of conduct, implemented in 2023. This revised policy restricts suspensions to truly extreme situations and eliminates automatic suspensions for common infractions like fighting, smoking, and vaping. The reforms actively promote stronger relationships between staff and students, fostering a deeper understanding across diverse cultural backgrounds.
Sparks noted that in the past, many students from the global majority faced suspensions for minor reasons that did not warrant such severe penalties. Now, educators are receiving training to interpret student behavior within a broader social and emotional context, aiming for understanding over immediate punishment.
The positive impact of these changes is evident in the data: lost school days due to suspensions decreased from 426 in 2023-2024 to 305 in 2024-2025, and the average length of a suspension dropped from 1.72 days to 1.47 days.
Fostering Inclusive Classrooms
The district credits its progress to a range of initiatives launched since 2021. These include a Summer Racial Justice Academy, which empowers young leaders and encourages student input to the school board, alongside anti-racist professional learning communities for staff. Burlington has also organized virtual equity workshops focused on topics such as dismantling white supremacy and preventing bullying and harassment.
Sparks affirms that these programs are helping educators better recognize and meet the social and emotional needs of a diverse student population. “First and foremost, they want to succeed,” he passionately expressed, “and it is our responsibility to ensure that they are successful, without barriers created by adults in our schools.”
Steadfast Commitment Amidst Challenges
Burlington’s success comes at a time when diversity, equity, and inclusion (DEI) initiatives are encountering political opposition nationally. Despite this, district leaders are resolute in their commitment to continue this crucial work, irrespective of federal policy changes.
Sparks confirmed that while federal funding cuts to equity programs are a concern, Burlington’s dedication remains unwavering. “We still have to figure out how to do this work better in spite of all the changes,” he emphasized.
Superintendent Tom Flanagan echoed this resolve, stating that he chose to join Burlington because of the community’s readiness to address educational inequities head-on. “My core responsibility is to create equity in our system,” he said. “The inequities show up in discipline and achievement, and that is where we are making progress.”
Flanagan further added that the broad support from students, families, and staff for this mission has been a key driver behind the recent improvements.
A Brighter Future Ahead
For Burlington, the reduction in suspension disparities is more than just an administrative triumph; it signifies a profound cultural transformation within its classrooms. By championing restorative practices, inclusive teaching methods, and shared accountability, district leaders are confident they are building a fairer system where every student has an equal opportunity to thrive.
As Sparks aptly summarized, Burlington’s journey toward equity is far from complete, but it is now producing tangible results that could inspire and be replicated by other communities throughout Vermont.