Hawaii School Discipline and Special Education: What Parents Need to Know

Your child with an IEP was suspended. The school called it a behavioral issue. What they may not have told you is that federal law — the Individuals with Disabilities Education Act — gives students with disabilities a set of discipline protections that most Hawaii parents never learn about until it's too late. Missing them can result in your child losing services, being expelled, or having a permanent disciplinary record for behavior that was directly caused by their disability.

Here is what the law actually says, and how to enforce it in Hawaii's single-district system.

The 10-Day Threshold and Why It Matters

When a student with an IEP is suspended, the first clock that starts running is the 10-school-day threshold. A disciplinary removal of more than 10 consecutive school days, or a pattern of removals totaling more than 10 school days in a single school year, is treated as a change of placement — and with it comes a stack of procedural requirements the Hawaii Department of Education must follow.

For suspensions of 10 days or fewer, the school does not automatically need to provide educational services, though services must continue if a pattern of exclusion has developed. Once removals cross the threshold and constitute a change of placement, the HIDOE must do the following:

• Continue to provide a Free Appropriate Public Education (FAPE) so your child can continue to receive educational services
• Conduct a Manifestation Determination Review within 10 school days of the disciplinary decision

If you are tracking suspensions and yours are approaching the threshold, put the school on written notice immediately. Document every in-school suspension, bus suspension, and forced removal — each counts toward the total.

Manifestation Determination: The Critical Hearing

A Manifestation Determination Review is a meeting where the IEP team asks two questions:

1. Was the behavior that led to the disciplinary action caused by, or directly and substantially related to, the student's disability?
2. Was the behavior a direct result of the school's failure to implement the student's IEP?

If the answer to either question is yes, the behavior is a manifestation of the disability. The school cannot proceed with suspension or expulsion as if your child were a general education student. Instead, the team must:

• Return the student to their prior placement unless a special-circumstances exception applies or you and HIDOE agree otherwise
• Conduct a Functional Behavior Assessment if one has not already been done, under 34 C.F.R. §300.530(f)
• Develop or revise the Behavior Intervention Plan

If the answer to both questions is no — meaning the team decides the behavior was not a manifestation — the school may apply the same disciplinary procedures it applies to students without disabilities. However, even then, the school must continue providing services that allow your child to participate in the general curriculum and progress toward their IEP goals.

This is why the Hawaii IEP & 504 Advocacy Playbook includes a step-by-step guide to manifestation determination meetings — because the framing of those two questions, and who controls the narrative in the room, often determines the outcome.

When Hawaii Schools Get It Wrong

Common violations Hawaii parents encounter:

Calling it "voluntary removal." Some schools pressure parents to pick up their child informally, framing it as the parent's choice. If the school initiates a removal, it counts as a suspension regardless of what the paperwork says.

Skipping the MDR for short suspensions. If a student is suspended for a week, then suspended again two weeks later, schools sometimes treat each incident in isolation. The law requires looking at the cumulative pattern.

Failing to implement the BIP. If your child has a Behavior Intervention Plan and the school is not following it, and a behavioral incident occurs, that incident is potentially a direct result of the school's failure to implement the IEP. This is a strong argument that the behavior is a manifestation.

Special circumstances. The IDEA does allow schools to remove a student to an Interim Alternative Educational Setting for up to 45 school days — even if the behavior is a manifestation — when a student carries a weapon, possesses illegal drugs, or inflicts serious bodily injury. FAPE and services continue in that setting. This provision is narrow and does not apply to most school discipline situations.

Hawaii's Act 242 and Restraint Limits

In 2022, the Hawaii Legislature passed Act 242, and HRS §302A-1141.4 now governs restraint and seclusion in the covered Hawaii public-school setting. Seclusion, mechanical restraint, and chemical restraint are prohibited. Physical restraint is permitted only when immediately required for safety after less restrictive interventions have failed or are inappropriate and there is an imminent risk of physical harm or substantial property damage.

In the 2024-2025 school year, the HIDOE reported 66 total restraint and seclusion incidents involving 34 students. If discipline follows, request a Functional Behavior Assessment under 34 C.F.R. §300.530(f) and development or revision of the Behavior Intervention Plan. Behavioral interventions must prioritize positive behavioral supports, not punitive measures.

If your child was restrained, the school must call or electronically notify you the same day and send written notification within 24 hours. If that does not happen, document and escalate it.

What to Do Right Now

If your child has received a suspension or removal:

1. Request in writing the exact number of suspension days accumulated this school year to date
2. Ask whether a Manifestation Determination Review is required or has been scheduled
3. Request a copy of all behavioral records, incident reports, and disciplinary logs
4. If no MDR has been offered and cumulative days exceed 10, demand one in writing citing IDEA 20 U.S.C. § 1415(k)
5. If your child has a BIP, review whether the school is actually implementing it — every session, every day

Verbal conversations leave no legal trail. Every request and every school response should be in writing.

The Hawaii IEP & 504 Advocacy Playbook provides the exact letter templates for demanding a Manifestation Determination Review, requesting behavioral records, and escalating discipline violations up through the Complex Area hierarchy when school-level staff refuse to comply.

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