Exclusionary discipline practices have been criticized for their impact on social justice and student trajectories. However, subtle forms, such as frequent demerits and referral to detention rooms, remain understudied. We examined how individual and school characteristics influence these practices among Chilean students in Grades 4 (n = 178,737), 6 (n = 168,854), and 10 (n = 146,086). Multilevel logit analyses showed that male, overage, low-SES students and those perceiving poor classroom climate we more likely to receive them, as well as schools with low SES, poor performance, and more migrant students. We discuss the role of subtle punitive discipline in paving paths to educational exclusion.