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Recent government statistics reveal a significant drop in school suspensions and exclusions across England for the first time since the onset of the COVID-19 pandemic. In the 2024/25 academic year, state schools recorded 913,000 suspensions, a decrease of 4% compared to the previous year. Moreover, permanent exclusions fell by 9%, amounting to 9,900 cases. While secondary and special schools saw a decline in suspension rates, primary schools experienced an uptick, signalling a complex landscape in student behaviour management.
Positive Signs Amid Ongoing Challenges
Education Secretary Bridget Phillipson acknowledged the improvements while emphasising the lasting impact of the pandemic on student behaviour. “The pandemic has left a pernicious legacy,” she stated, but highlighted the concerted efforts of educators and parents in helping students “turn a corner.” Phillipson expressed optimism about the progress being made, noting the significant collaboration among schools, families, and the government aimed at addressing the ongoing behaviour crisis.
Before this decline, suspensions and exclusions had been rising steadily, with figures reaching a nearly two-decade high last year. Despite the recent decrease, suspension rates remain elevated compared to the 2018/19 school year. Suspended students are required to stay out of school for a fixed period, which can last up to 45 days in a single academic year. Alarmingly, nearly half of all suspensions—46%—were for one day or less, while over 94,400 students missed more than a week of classes due to these sanctions.
Persistent Issues in Primary Schools
While secondary schools accounted for the majority of suspensions—85%—primary schools have seen a concerning rise in these rates. In the 2024/25 school year, there were 112,545 suspensions in primary schools, an increase of 7,742 from the previous year. This trend raises questions about the underlying factors contributing to behavioural issues at a younger age.
Persistent disruptive behaviour remains the leading cause for suspensions, making up over half (52%) of all cases, with verbal abuse and physical assaults following closely. The statistics indicate a troubling pattern, particularly among students with special educational needs (SEND), who face disproportionately high rates of suspensions and exclusions. Nearly 90% of permanent exclusions in primary schools involve children with SEND, and those on free school meals are four times more likely to be suspended compared to their peers.
The Call for Comprehensive Support
The implications of these trends have not gone unnoticed by education leaders. Paul Whiteman, General Secretary of the National Association of Head Teachers (NAHT), welcomed the overall decrease but cautioned that schools cannot tackle these challenges alone. “A sustained effort is needed to tackle the root causes of poor behaviour,” he noted, stressing that many issues stem from external factors, including poverty and mental health challenges.
The NAHT advocates for increased funding in social care and mental health services to provide better support for students outside the classroom environment. Cara Cinnamon, Chief Impact Officer at Mission 44—a charity founded by racing driver Lewis Hamilton—echoed these concerns, stating that permanent exclusions should be a last resort rather than a common practice. She urged for early interventions tailored to meet the needs of at-risk students, highlighting “worrying patterns” in who gets excluded.
The government has indicated intentions to reform suspension policies, aiming to ensure that students are not automatically sent home but can remain on school premises during disciplinary actions. This approach could provide a more supportive environment for students while still addressing behavioural issues.
Why it Matters
The decline in school suspensions and exclusions represents a crucial shift in England’s education system, signalling potential improvements in student welfare and behaviour management. However, the increase in primary school suspensions and the ongoing challenges faced by vulnerable student populations highlight a pressing need for comprehensive support systems. As schools and policymakers navigate these complexities, the focus must remain on addressing the root causes of disruptive behaviour, ensuring that all children receive the guidance and assistance they need to thrive in their educational journeys.
