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In a promising turn of events, the latest government statistics reveal a decrease in school suspensions and exclusions across England for the first time since the onset of the Covid-19 pandemic. The 2024/25 academic year witnessed 913,000 suspensions in state schools, marking a 4% drop compared to the previous year. Meanwhile, permanent exclusions fell by 9%, totalling 9,900. This decline offers a glimmer of hope amidst ongoing concerns about student behaviour and educational outcomes post-pandemic.
A Shift in Trends
The reduction in suspensions is evident in secondary and special schools, which have seen notable improvements. However, the situation appears less encouraging in primary schools, where suspension rates have actually risen. In 2024/25, primary schools recorded 112,545 suspensions—an increase of 7,742 from the previous year.
Education Secretary Bridget Phillipson acknowledged the enduring challenges posed by the pandemic, describing its effects as a “pernicious legacy.” Nevertheless, she expressed optimism, stating that the collaborative efforts of educators, parents, and the government are starting to bear fruit. “After years of spiralling suspensions and permanent exclusions, there are clear signs that we are turning a corner,” Phillipson remarked. “We are committed to continuing this progress to address the behaviour crisis we inherited.”
The Reality Behind the Numbers
Despite the positive news, the rates of suspensions and exclusions remain higher than they were in the 2018/19 academic year. A significant proportion—46%—of suspensions lasted one day or less, yet a staggering 94,400 students missed more than a week of school due to these disciplinary actions. Persistent disruptive behaviour accounts for more than half of all suspension reasons (52%) and 40% of exclusions.
Secondary school students represent the vast majority of suspensions, constituting 85% of the total. However, the rise in primary school suspensions signals a troubling trend that warrants further investigation.
Disparities and Challenges
The figures indicate a concerning reality for students with special educational needs (SEND), who experience disproportionately high rates of both suspensions and permanent exclusions. Alarmingly, nearly 90% of permanent exclusions in primary schools involve students with SEND. Additionally, those eligible for free school meals are four times more likely to face suspension compared to their peers, while male students are suspended at a rate 1.5 times higher than female students.
Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), welcomed the overall decline but emphasised the need for a broader approach. He stressed that schools cannot tackle behavioural issues alone, as many stem from challenges outside the classroom, such as poverty and mental health struggles. Whiteman advocates for increased funding in social care and mental health services to provide essential support for vulnerable pupils.
Cara Cinnamon, chief impact officer at Mission 44—a charity founded by racing driver Lewis Hamilton—echoed these sentiments. She noted that while permanent exclusion should be a last resort, it is frequently applied prematurely. “Far too many exclusions occur, and many could be prevented,” Cinnamon stated. She calls for early intervention and tailored support to address the needs of at-risk young people, highlighting concerning patterns regarding who is disproportionately affected by exclusions.
Moving Forward
In response to these challenges, the government has proposed reforms aimed at altering how schools manage suspensions. This includes the idea that students may remain on site instead of being sent home, a move intended to keep them engaged in their education.
Why it Matters
The decline in school suspensions and exclusions is a crucial step towards fostering a more inclusive and supportive educational environment in England. However, the persistent challenges reveal deep-rooted issues that demand urgent attention. Addressing the factors contributing to disruptive behaviour, especially among vulnerable groups, is essential for ensuring that every child has the opportunity to thrive in a nurturing atmosphere. As the education sector grapples with these complexities, the focus must remain on holistic solutions that not only manage behaviour but also support the overall wellbeing of students.
