We continue to witness disparities in exclusionary disciplinary outcomes within K-12 public schools, leading to persistent concerns for educational equity. In-school suspensions represent one of the most frequently employed components of school exclusionary discipline systems, and they are also largely left up to the discretion of principals and assistant principals. We investigate in-school suspension patterns for multiple student racial/ethnic groups with a focus on how such patterns vary across school geographic locales. We also examine the extent to which student to leader racial/ethnic matching is associated with the attenuation of in school suspension outcomes for historically marginalized groups. Drawing on data from the entire state of Texas and representing over 24 million unique student-year observations, we leverage the demographic and geographic diversity of our sample to present new evidence of persistent exclusionary discipline outcomes, specifically for Black students in non-urban school contexts. Our results help to better understand the geographic complexity related to student-leader racial/ethnic matching and in school suspension patterns. Our findings offer key implications for school, district, and state level leaders in the areas of school leader hiring practices, supporting culturally relevant school leadership, and the structuring of school disciplinary policies towards more equitable student outcomes.