The literature is inundated with data on 1) academic achievement, 2) family relations, 3) peer relations, and 4) general self-concept in relation to other areas. The purpose of the present study was to examine the relationship between the same variables and the frequency of school suspensions. Raw scores, including full scale and subscale scores, on the Coopersmith Self-Esteem Inventory (SEI) and the Parent Perception Inventory (PPI) were used as the basis for comparing three suspension groups: 1) nonsuspendees (N=14), 2) one-time suspendees (N=l7), and 3) three (or more) time suspendees (N=15), Iess descriptive data were gathered in the areas of 1) sex, age, and family characteristics, 2) academic status, 3) school discipline history, and 4) family mobility. A one-way analysis of variance was applied to the data to determine if there were significant differences among group mean scores. The Scheffe test was applied to determine where differences occurred between specific groups. Three-time suspendees reported significantly lower mean scores than nonsuspendees on the overall SEI and subscale"general self" of the SEI. Three-time suspendees reported significantly lower mean scores than nonsuspendees on 1) the overall PPI, 2) PPI subscale"school--achievement," 3) PPI subscale"family relations," and 4) PPI subscale"general self," Three-time suspendees also reported significantly lower scores than one-time suspendees on PPI subscale"school--achievement." In terms of descriptive data, noteworthy findings were that 1) three-time suspendees reported higher frequencies of"friends suspended during the school year" and"suspensions in prior years" than the other two groups and 2) nonsuspendees reported more placements in higher level mathematics and English classes. / Doctor of Education