**
Recent government statistics reveal a notable decline in school suspensions and exclusions in England, marking the first drop since the onset of the Covid-19 pandemic. In the 2024/25 academic year, state schools recorded 913,000 suspensions—a 4% reduction from the previous year. Additionally, permanent exclusions decreased by 9%, bringing the total to 9,900. While secondary and special schools experienced a fall in suspension rates, primary schools have seen an uptick.
Improvement Amid Challenges
Education Secretary Bridget Phillipson commented on the implications of these figures, acknowledging the “pernicious legacy” of the pandemic on student behaviour. She expressed optimism about the collaborative efforts of educators, parents, and the government in addressing the behaviour crisis, which has been a significant concern for schools. “After years of spiralling suspensions and permanent exclusions, there are clear signs that the combined efforts are working,” she stated, emphasising the commitment to sustaining this momentum.
Before this decline, suspension and exclusion rates had been on a steady rise, reaching their highest levels in nearly two decades prior to 2024. Despite the positive trend, current figures still surpass those recorded in the 2018/19 academic year. Pupils who are suspended are required to remain out of school for a fixed period, which can last up to 45 days in a single academic year, while those who are excluded are permanently removed from their school.
Breakdown of Suspension Data
A closer examination of the suspension data reveals that a significant proportion—46%—of suspensions are for one day or less. However, a concerning number of students, approximately 94,400, missed over a week of school due to suspensions last year. The most prevalent reason for suspensions remains persistent disruptive behaviour, accounting for over half of all suspensions and 40% of exclusions. Other common reasons include verbal abuse or threatening behaviour towards adults and physical assaults against fellow students.
Secondary school pupils represent the vast majority of suspensions, making up 85% of the total. Conversely, primary schools have witnessed a rise, with 112,545 suspensions recorded, an increase of 7,742 compared to the previous year.
Disparities in Suspension Rates
The statistics highlight troubling disparities in suspension rates, particularly affecting vulnerable groups. Students with special educational needs (SEND) face significantly higher rates of suspension and permanent exclusion, with nearly 90% of primary school exclusions involving a child with SEND. Furthermore, pupils eligible for free school meals are four times more likely to be suspended than their peers. Gender also plays a role, with male students suspended at a rate 1.5 times higher than female students.
Research from Impetus indicates that the repercussions of suspensions can be severe. Young people suspended from secondary schools are twice as likely to be disengaged from education, employment, or training (NEET) by the age of 24 when compared to their peers.
Calls for Comprehensive Solutions
Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), welcomed the overall reduction in suspensions but cautioned that schools cannot tackle these issues in isolation. He emphasised the need for sustained efforts to address the root causes of disruptive behaviour, which often stem from external challenges such as poverty and mental health issues. The NAHT is advocating for enhanced funding for social care and mental health services to provide essential support for students outside the classroom.
Cara Cinnamon, chief impact officer at Mission 44—a charity founded by racing driver Lewis Hamilton—echoed these concerns, arguing that permanent exclusion should be a last resort, yet this principle is not always upheld. She highlighted the necessity for early intervention to meet the needs of at-risk students, stating that “far too many exclusions… can be prevented,” and called for more diverse teaching staff and mentors for vulnerable students.
The government has signalled its intent to reform the handling of suspensions in schools, exploring alternatives that allow students to remain on site rather than being sent home immediately.
Why it Matters
The decline in school suspensions and exclusions is a significant step forward for the education system in England, indicating progress in addressing long-standing behavioural issues exacerbated by the pandemic. However, the persistent disparities and challenges faced by vulnerable groups underscore the need for comprehensive strategies that extend beyond the classroom. By investing in mental health support and addressing socio-economic factors, the government and educational institutions can create an environment where all students have the opportunity to thrive, thereby reducing the likelihood of future suspensions and exclusions.
