The current study examines the relationship between suspensions and attendance rates concerning the school environment of four whole-child and Traditional public schools. The concerns were the disparity of social-emotional skill outcomes needed to develop the whole child. As American educational policy is aimed at Preparing students for competing in the global economy, their approaches demonstrate a concern for building human capital while ignoring the quality of education. The approaches demonstrate a disregard for the developmental and humane needs of the whole child. Therefore, the study aimed to analyze eight schools for the relationship between the school environment and the percentage of suspensions and attendance rates in the school climate, which serve as indicators. As concerns for the educational product and the whole child's development have emerged, prioritizing concerns for social-emotional learning, character building for citizenship, and long-range development for reaching one's full potential are related to addressing equity and disparities. The secondary data for the targeted population, including four holistic and four traditional schools, ranged from 2017-2021. Chi-square results of statistical analysis for attendance and suspension reveal significant differences in relationships between attendance and suspension to the school environment in the eight schools examined. Results suggest that Holistic School students are likelier to attend school than traditional public school students. Traditional public school students are more likely to be absent than students of holistic schools. A whole-child environment's effects on students' suspensions revealed that Holistic School students are less likely to be suspended from school than traditional public schools. Research findings suggest that prioritizing concerns for social-emotional learning (SEL) and character building are linked to higher attendance and fewer suspensions. In this study, I argue that higher attendance and fewer suspensions help students become better citizens. Moreover, I argue that higher attendance and fewer suspensions help with the students' long-range development to reach their full potential. [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.]