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Recent government statistics reveal a notable decrease in school suspensions and exclusions across England, marking a significant shift in educational discipline trends for the first time since the onset of the COVID-19 pandemic. In the academic year 2024/25, state schools recorded 913,000 suspensions, reflecting a 4% reduction compared to the previous year. Permanent exclusions also showed a promising decline, dropping by 9% to a total of 9,900.
Trends in Suspension Rates
The data indicates a downward trend in suspensions within secondary and special schools; however, the situation appears to be different in primary schools, where suspension rates have risen. Education Secretary Bridget Phillipson commented on the findings, acknowledging the lasting impact of the pandemic on student behaviour but expressing optimism about the combined efforts of educators, parents, and the government.
“After years of spiralling suspensions and permanent exclusions, there are clear signs that the combined efforts of schools, parents and the government are working—and we are determined to keep driving forward that progress to fix the behaviour crisis we inherited,” she stated.
Despite this decline, suspension rates remain higher than those recorded prior to the pandemic. The latest figures still exceed the levels seen in 2018/19, when suspensions began to escalate. Pupils can face suspensions lasting up to 45 days in a school year, while those permanently excluded lose their place in school entirely. Notably, almost half of suspensions (46%) lasted one day or less, yet 94,400 students missed over a week of education due to these disciplinary actions.
Reasons Behind Suspensions
Persistent disruptive behaviour remains the leading cause of suspensions, accounting for more than half (52%) of all reported reasons and 40% of permanent exclusions in 2024/25. Other significant factors include verbal abuse or threatening behaviour towards adults and physical assaults against fellow students.
The majority of suspensions—approximately 85%—involve secondary school pupils, contrasting sharply with the rise in primary school suspensions, which increased by 7,742 to reach 112,545 in the latest reporting period.
Pupils with special educational needs (SEND) are disproportionately affected, with nearly 90% of permanent exclusions in primary schools involving children with such needs. Additionally, students eligible for free school meals are four times more likely to be suspended than their peers who do not qualify. Male students are suspended at a rate 1.5 times higher than female students, highlighting ongoing disparities in disciplinary actions.
The Broader Implications of Suspensions
Research from Impetus highlights the long-term consequences of suspensions, indicating that students who are suspended during their secondary education are twice as likely to be disengaged from education, employment, or training (NEET) by age 24 compared to their non-suspended counterparts.
Paul Whiteman, General Secretary of the National Association of Head Teachers (NAHT), welcomed the overall decrease in suspensions but stressed that schools cannot address these issues alone. He called for a sustained effort to tackle the underlying causes of poor behaviour, which often stem from external factors such as poverty and mental health challenges.
Cara Cinnamon, Chief Impact Officer at Mission 44—a charity focused on reducing exclusions—echoed these sentiments, arguing that permanent exclusions should be a last resort. She noted, “There are far too many exclusions, and there are plenty of exclusions that can be prevented.” Cinnamon advocates for early intervention and increased support to meet the needs of young people before they reach a crisis point.
Government Initiatives and Future Directions
The government has announced plans to reform how schools handle suspensions, aiming to enable students to remain on site during disciplinary issues rather than automatically sending them home. This approach seeks to minimise disruption to education and provide necessary support within the school environment.
The call for a more diverse teaching workforce and additional mentoring for at-risk students underscores the need for systemic change. By improving engagement and support, stakeholders hope to reduce the prevalence of suspensions and foster a more inclusive educational atmosphere.
Why it Matters
The decline in school suspensions and exclusions in England represents a critical step towards addressing long-standing behavioural issues within the education system. As schools strive to create more supportive environments, the focus must remain on understanding the root causes of disruptive behaviour. By prioritising early intervention and comprehensive support, there is potential not only to improve educational outcomes but also to reshape the future for vulnerable students who may otherwise fall through the cracks. This is essential for fostering a more equitable and effective education system that meets the diverse needs of all learners.
