Exclusionary discipline policies in K-12 public schools have faced severe scrutiny over the past two decades due to the injurious effects on students' lives. Elevated drop-out rates, anti-social behavior, alienation from peers and school staff, along with lagging behind academically is a sampling of the devastating outcomes students face who are suspended or expelled from school. In March of 2020, during the onset of COVID-19, school systems had a rare opportunity when faced with having to provide remote instruction to the masses of school age students. This mixed methods study relied on principal interviews and teacher survey data to explore perceptions of the intended and unintended consequences of existing policies governing suspension and expulsion in one urban district in Southwestern Ohio. Perceptions of participants were assessed regarding the potential utility of remote learning to mitigate learning loss among students suspended out of school or expelled. Findings from the study were mixed. Differences exist between perceived intended and actual consequences of both out of school suspension and expulsion among educators in this study. Teachers and principals differed with respect to their support for utilizing remote learning to reduce learning loss of students excluded from school due to disciplinary reasons. Extrapolation of results beyond participants in this study is limited due to study design and the low response rate. Additional research on the actual impacts of suspension and expulsion is needed to inform the debate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]