In a promising turn of events, school suspensions and permanent exclusions have fallen in England for the first time since the upheaval of the COVID-19 pandemic. Recent government data shows that during the 2024/25 academic year, there were 913,000 suspensions across state schools, marking a 4% decrease from the previous year. Meanwhile, permanent exclusions have also seen a significant reduction, dropping by 9% to a total of 9,900.
A Complex Picture: Trends Across School Types
While the overall decline in suspensions is encouraging, the statistics reveal a more complex landscape. Secondary schools and special education institutions reported decreases in suspension rates. However, primary schools faced a troubling rise, with suspensions increasing by 7,742 from the previous year, totalling 112,545 instances.
Education Secretary Bridget Phillipson acknowledged the lingering effects of the pandemic, describing it as a “pernicious legacy.” Yet, she expressed optimism about the collaborative efforts from schools, parents, and the government, stating, “After years of spiralling suspensions and permanent exclusions, there are clear signs that the combined efforts are working. We are determined to keep driving forward that progress to fix the behaviour crisis we inherited.”
Despite this positive shift, suspension rates remain higher than they were before the pandemic. The previous academic year saw suspensions peak at their highest level in nearly two decades, highlighting the ongoing challenges facing the education system. Suspended students can be removed from school for a fixed period, up to a maximum of 45 days in a single academic year. Alarmingly, while nearly half of the suspensions lasted for one day or less, around 94,400 pupils missed over a week of school due to these actions.
Reasons Behind Suspensions: Persistent Disruptive Behaviour
The data reveals that persistent disruptive behaviour is the leading cause of suspensions, accounting for over half (52%) of all reasons stated. This was followed by verbal abuse or threatening behaviour towards adults and physical assaults on classmates. Secondary school pupils, who represent 85% of all suspensions, are predominantly affected.
The situation in primary schools, however, is more concerning. Nearly 90% of permanent exclusions in primary settings involve children with special educational needs and disabilities (SEND). Moreover, pupils eligible for free school meals are four times more likely to face suspensions than their peers. Boys are also disproportionately affected, with suspension rates for male students 1.5 times higher than for female students.
The Call for Support: Addressing the Root Causes
Educational leaders and advocates are urging for a more comprehensive approach to tackling the underlying issues that lead to poor behaviour in schools. Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), welcomed the overall decrease but emphasised that schools cannot address these challenges alone. “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,” he stated.
Cara Cinnamon, chief impact officer at Mission 44—a charity focused on reducing exclusions—echoed this sentiment. She pointed out that while permanent exclusion should be a last resort, it often becomes a first choice. “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 said.
A Path Forward: Government Initiatives and Community Action
The government has signalled its intention to reform how schools handle suspensions, with proposals aimed at ensuring pupils can remain on-site during disciplinary issues rather than being sent home. This approach could provide a more supportive environment for students and help prevent the negative consequences associated with extended absences from school.
Additionally, there is a growing call for increased funding into social care and mental health services, which are critical in supporting young people outside the classroom. Cinnamon also highlighted the necessity for a more diverse teaching workforce and additional mentorship programmes for at-risk students.
Why it Matters
The decline in school suspensions and exclusions is a beacon of hope, signalling a potential shift towards a more supportive educational environment for children in England. Yet, the rise in primary school suspensions and the disproportionate impact on vulnerable groups reveal the urgent need for systemic change. Investing in the well-being of students, addressing their individual challenges, and fostering a more inclusive education system is essential—not just for improving behaviour but for nurturing the next generation’s potential. The future of our young people depends on how we respond now.
