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In a hopeful sign for the education sector, new government statistics reveal that school suspensions in England have declined for the first time since the onset of the Covid-19 pandemic. The figures, released on Thursday, indicate a 4% reduction, with 913,000 suspensions recorded across state schools for the academic year 2024/25. Meanwhile, permanent exclusions also saw a significant drop of 9%, totalling 9,900. While secondary and special schools experienced this encouraging trend, primary schools have reported an increase in suspension rates, highlighting the challenges that still remain.
A Shift in School Discipline
Education Secretary Bridget Phillipson acknowledged the enduring impact of the pandemic, describing it as a “pernicious legacy” that has affected student behaviour nationwide. Nonetheless, she expressed optimism about the collective efforts of teachers, parents, and the government in addressing the behaviour crisis that has plagued schools. “After years of spiralling suspensions and permanent exclusions, there are clear signs that the combined efforts of schools, parents and the government are working,” she stated. “We are determined to keep driving forward that progress.”
Despite the positive figures, suspensions are still at levels higher than those recorded prior to the pandemic. In the previous academic year, suspension rates reached their highest point in nearly two decades, indicating that while progress is being made, the journey towards a more inclusive educational landscape is ongoing.
The Numbers Behind the Statistics
Suspended students face a range of consequences, with a maximum suspension period of 45 days allowed within a school year. Alarmingly, nearly half of all suspensions—46%—lasted only one day, yet 94,400 students were unable to return to the classroom for over a week due to disciplinary actions. Persistent disruptive behaviour remains the primary reason for suspensions, accounting for over half of all cases, followed by verbal abuse and physical assaults.
Secondary school students make up a staggering 85% of all suspensions, while primary schools saw a troubling rise in disciplinary actions. The latest figures show 112,545 suspensions in primary settings, an increase of 7,742 compared to the previous year.
Vulnerable Pupils at Higher Risk
The statistics also shed light on the disproportionate impact of suspensions on certain groups. Children with special educational needs and disabilities (SEND) face significantly higher suspension and exclusion rates, with nearly 90% of all permanent exclusions in primary schools involving these vulnerable students. Additionally, those eligible for free school meals are four times more likely to be suspended than their peers, and male students are suspended at a rate 1.5 times higher than females.
Research by Impetus reveals a troubling correlation: students suspended during secondary school are twice as likely to be not in education, employment, or training (NEET) by the age of 24 compared to their peers. This statistic emphasises the long-term consequences of disciplinary actions and the urgent need for systemic change.
The Call for Comprehensive Support
While Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), welcomed the overall decline in suspensions, he cautioned that schools cannot tackle these issues in isolation. “A sustained effort is needed to tackle the root causes of poor behaviour, which often originate from challenges in children’s lives outside the classroom, from poverty to mental health issues,” he said. The union advocates for increased funding for social care and mental health services to support students beyond the classroom.
Cara Cinnamon, chief impact officer at Mission 44—a charity founded by racing driver Lewis Hamilton—echoed these sentiments, stressing that permanent exclusion should be a last resort. She highlighted the importance of early intervention to meet students’ needs before they reach a crisis point. Cinnamon also pointed out concerning trends indicating that certain demographics are disproportionately affected by exclusions and called for new guidance to keep students engaged and in school.
The government has announced intentions to reform how schools manage suspensions, aiming to ensure that students are not automatically sent home but instead remain on-site for support.
Why it Matters
The recent decline in school suspensions is a significant step forward in addressing behavioural issues within England’s educational system. It reflects a growing recognition of the need for compassionate and comprehensive approaches to discipline that consider the complex backgrounds of students. As schools strive to create inclusive environments, the focus on early intervention and support is crucial. This moment offers a glimmer of hope for educators, parents, and students alike, as they work together to build a more understanding and supportive educational framework that prioritises the well-being of every child.
