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In a noteworthy development for the education sector, England has reported a reduction in school suspensions and permanent exclusions for the first time since the onset of the Covid-19 pandemic. According to data published by the government on Thursday, state schools recorded 913,000 suspensions during the 2024/25 academic year, marking a 4% decrease from the previous year. Permanent exclusions also saw a significant decline of 9%, totalling 9,900 cases.
Trends in Suspension Rates
The newly released figures reveal a mixed picture across different educational settings. Secondary and special schools have experienced a drop in suspension rates, contrasting with an alarming increase in primary schools, where suspensions rose to 112,545, an increase of 7,742 from the prior year. Education Secretary Bridget Phillipson acknowledged the challenges posed by the pandemic, referring to its “pernicious legacy,” but expressed optimism about the collaborative efforts of schools, parents, and the government in addressing this issue.
“After years of spiralling suspensions and permanent exclusions, there are clear signs that the combined efforts of schools, parents, and the government are working,” Phillipson stated, highlighting the need to continue addressing the behavioural challenges that schools face.
Understanding the Reasons Behind Suspensions
Suspensions can be issued for various reasons, with schools allowed to provide up to three justifications for each case. Persistent disruptive behaviour remains the leading cause, accounting for over half (52%) of all suspension reasons and 40% of permanent exclusions. Other significant factors contributing to suspensions include verbal abuse or threatening behaviour towards adults and physical assaults against peers.
Secondary school students represent the majority of suspensions, constituting 85% of the total. However, the increase in primary school suspensions raises concerns about the early signs of behavioural issues among younger pupils.
Vulnerable Pupils at Greater Risk
The statistics reveal that certain groups of students are disproportionately affected by suspensions. Pupils with special educational needs (SEND) face higher rates of both suspensions and permanent exclusions, with nearly 90% of permanent exclusions in primary schools involving those with SEND. Additionally, students eligible for free school meals are four times more likely to be suspended compared to their peers.
The data also highlights a gender disparity, as male pupils are suspended at a rate 1.5 times higher than female students. These trends indicate that socio-economic factors and personal circumstances significantly influence behavioural outcomes in schools.
Calls for Broader Support and Policy Changes
Paul Whiteman, the general secretary of the National Association of Head Teachers (NAHT), welcomed the overall decline but emphasised that schools cannot tackle these issues alone. He called for sustained efforts and increased funding to address the root causes of poor behaviour, which often stem from external challenges such as poverty and mental health issues.
Cara Cinnamon, chief impact officer at Mission 44, a charity founded by racing driver Lewis Hamilton, echoed these sentiments, noting that permanent exclusion should be a last resort. She argued for early intervention strategies to address students’ needs proactively, stating, “If we are intervening early and meeting young people’s needs as soon as we understand them, then we can prevent the vast majority of exclusions that we see.”
The government has indicated its intention to reform how schools manage suspensions, advocating for policies that would allow students to stay on campus rather than being sent home.
Why it Matters
The decline in school suspensions is a promising sign that England’s education system is beginning to recover from the disruptive impacts of the pandemic. However, the rise in primary school suspensions and the disproportionate effects on vulnerable groups highlight the ongoing challenges within the system. A comprehensive approach that includes enhanced support services and targeted interventions is essential to ensure that all students can thrive in a supportive learning environment. As these changes unfold, the focus must remain on addressing the underlying issues that contribute to disruptive behaviour, paving the way for a more inclusive and effective educational framework.
