From Exclusionary Discipline to Restorative Support: A School Counseling Framework for Reducing Out-of-School Suspension in Secondary Education

Dari Disiplin Eksklusif menuju Dukungan Restoratif: Kerangka Konseling Sekolah untuk Mengurangi Skorsing di Luar Sekolah pada Pendidikan Menengah

Abstract

Exclusionary discipline remains a critical concern in secondary education because it can interrupt learning, weaken student belonging, and limit opportunities for developmental guidance. This article aims to formulate a Restorative In-School Support Model as a school counseling framework for reducing unnecessary exclusionary discipline at SMA Muhammadiyah Kalosi, Enrekang. The study employed a conceptual and practice-based model development design supported by an integrative literature review. Relevant literature on exclusionary discipline, restorative practices, school counseling, social-emotional learning, trauma-informed education, and school-based behavioural support was synthesized and contextualized within a Muhammadiyah secondary school setting. The result is a structured model consisting of intake and safety screening, eligibility decision, academic continuity planning, brief counseling and behavioural reflection, restorative accountability and repair agreement, community contribution, re-entry meeting, follow-up monitoring, and evaluation and adjustment. The model positions discipline as an educative and counseling process that combines accountability, safety, academic continuity, relational repair, and student reintegration. The article concludes that restorative in-school support can provide a theoretically grounded and contextually relevant framework for helping schools respond to student misconduct in a firm, humane, and developmentally appropriate manner. Future empirical studies are needed to examine its feasibility, implementation quality, and impact on disciplinary outcomes.