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For the first time since the onset of the COVID-19 pandemic, the number of school suspensions and permanent exclusions in England has witnessed a notable decrease. According to recent government statistics released on Thursday, the academic year 2024/25 recorded 913,000 suspensions across state schools, reflecting a 4% reduction from the previous year. Permanent exclusions also fell by 9%, totalling 9,900.
A Mixed Picture Across School Types
The data indicates a decline in suspension rates in secondary and special schools; however, primary schools experienced an uptick in suspensions. Education Secretary Bridget Phillipson acknowledged the challenges wrought by the pandemic, describing its impact as a “pernicious legacy.” She noted that the concerted efforts of educators, parents, and the government are beginning to yield positive results, stating, “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.”
Prior to this decline, the rates of suspensions and exclusions had been climbing steadily since before the pandemic, peaking last year at the highest levels seen in two decades. Despite this recent drop, the current figures remain higher than those recorded in the 2018/19 academic year.
Characteristics of Suspensions
Suspensions can last up to a maximum of 45 days within a school year, with nearly half (46%) of all suspensions lasting one day or less. Nevertheless, a significant number of pupils—94,400—missed over a week of school due to these disciplinary actions. Schools are permitted to cite up to three reasons for each suspension or exclusion, with persistent disruptive behaviour being the leading cause, accounting for 52% of all suspensions and 40% of exclusions in 2024/25. Other common reasons include verbal abuse or threatening behaviour directed at staff, as well as physical assault against fellow students.
Secondary school students represent the majority of suspensions, comprising 85% of the total. Conversely, primary schools reported a rise in suspensions, with 112,545 incidents recorded in 2024/25, marking an increase of 7,742 from the previous year.
Disparities Among Students
Students with special educational needs and disabilities (SEND) continue to face disproportionately high rates of both suspensions and permanent exclusions. Alarmingly, nearly 90% of permanent exclusions in primary schools involve children with SEND. Additionally, pupils eligible for free school meals are four times more likely to be suspended compared to their peers who do not qualify for such support. Gender disparities are also evident, with male students suspended at rates 1.5 times higher than female students.
Research conducted by Impetus has highlighted the long-lasting consequences of suspensions, revealing that secondary school students who are suspended are twice as likely to be out of education, employment, or training by the age of 24 compared to their classmates.
Calls for Comprehensive Support
Paul Whiteman, the general secretary of the National Association of Head Teachers (NAHT), welcomed the overall reduction in suspensions but emphasised the need for broader support systems. He stated, “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.” The NAHT is advocating for increased funding for social care and mental health services to ensure that students have access to necessary support.
Cara Cinnamon, chief impact officer at Mission 44—a charity founded by racing driver Lewis Hamilton to address exclusion and isolation in schools—echoed these sentiments. She pointed out that permanent exclusions should be a last resort but noted that this is not always the case. Cinnamon argued for the importance of early intervention, 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.” She also highlighted concerning patterns regarding which students are disproportionately affected by exclusions.
In light of these findings, the government has indicated plans for reforming suspension policies, suggesting that students may not always be sent home but could remain on school premises during disciplinary actions.
Why it Matters
The decline in school suspensions is a positive development, signalling potential improvements in educational environments across England. However, the persistent challenges surrounding exclusions—especially among vulnerable student populations—highlight an urgent need for comprehensive support systems within schools. Fostering an inclusive educational atmosphere is essential not only for academic success but also for the long-term well-being of all students. By addressing the root causes of behavioural issues and implementing effective support strategies, schools can work towards reducing suspensions and ensuring that every child has the opportunity to thrive.
