Reports from the United Kingdom show increases in the rate of student suspensions and exclusions. An overview of how policy makers are addressing student problems is presented here. The report focuses on education policy makers' proclivity to address student disruption through exclusion from school. It is claimed that suspensions and other forms of exclusion are consistent with the Labor Government's "no-nonsense" approach to education, with much of the policy arising from a hearkening to earlier days of schooling. The report therefore examines previous approaches to discipline and argues that policy makers could benefit from a reconsideration of overlooked research and theorizing about discipline in schools. Research based on behaviorism is considered at length, and the paper outlines some principled objections to the use of behaviorism in educational settings. It challenges educators to establish an educational sense of discipline that eschews linear and anti-educational imperatives of control and management, and it describes a project that had students identify the educational needs of 13-15 year olds as a way to encourage educators to expand the number of possible solutions to student problems. The results of a series of interviews with students who left or were pushed out of school are presented here. (Contains approximately 70 references.) (RJM)