Idaho’s public schools recorded 22,666 disciplinary incidents during the 2025‑26 school year, an increase from 20,411 the year before. The state releases detailed numbers only for its ten largest districts, and even then the data are limited by privacy redactions and inconsistent reporting standards.
Why the numbers are hard to compare
There is no statewide definition of what triggers an in‑school suspension, out‑of‑school suspension, or expulsion. Each district documents incidents according to its own thresholds and student‑information systems. As Courtney Fisher, director of communications for the Pocatello‑Chubbuck School District, explained, “Some districts document nearly every behavioral incident, while others may use different thresholds or practices for what is entered.” This lack of uniformity makes direct comparisons across districts difficult.
Breakdown of the incidents
Among the reported incidents, 156 involved weapons. About 27% involved students receiving special‑education services, even though those students represent only 12.6% of the overall student population. Certain districts see much higher percentages. In Pocatello‑Chubbuck, 43% of disciplinary incidents involved a student receiving special‑education services, compared with 12.3% of the district’s total enrollment.
Districts respond with new data tools
Coeur d’Alene, which logged the highest percentage of incidents relative to enrollment, has rolled out a new tracking system this fall. The district hopes the system will create smoother transitions for students moving between schools and help staff pinpoint children who may need early interventions. Mike Nelson, deputy superintendent of instruction, noted that consistent data collection supports the district’s goal of certifying all schools in the Marzano High Reliability School model.
Kerri Blankenship, the new special‑education director, said the updated record‑keeping model standardizes how incidents are logged across elementary, middle, and high schools. “We can analyze the data more to lean in and offer supports both on a student level and adult level, and kind of see what we need to do systemically to support kids,” she said.
What the trends suggest
While the statewide increase in incidents is modest, the data highlight growing behavioral and social‑emotional needs, especially among students receiving special‑education services. Fisher observed that districts are seeing “an increase in behavioral and social‑emotional needs among students.” The new tracking tools aim to turn raw numbers into actionable insights, allowing educators to intervene before issues escalate.
Because the state continues to redact much of the raw data for privacy reasons, districts that make their own information more transparent can better serve families and community members seeking clarity on school safety and student welfare.
Looking ahead
District leaders hope that improved data collection will not only aid in addressing current disciplinary concerns but also inform longer‑term strategies for student support. By aligning documentation practices and adopting evidence‑based models, Idaho’s schools aim to create environments where families feel confident that their children’s behavioral and academic needs are being met.
Original reporting: Idaho Education News — read the source article.
