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Recent government statistics reveal a significant drop in school suspensions and exclusions across England for the first time since the pandemic, sparking cautious optimism among educators and policymakers. In the 2024/25 academic year, state schools recorded 913,000 suspensions, a 4% decrease from the previous year, while permanent exclusions fell by 9%, totalling 9,900. Despite these promising figures, challenges remain, particularly in primary education, where suspension rates have surprisingly risen.
A Mixed Picture for School Discipline
The education landscape in England has been tumultuous, with rising suspension rates leading up to this year. Education Secretary Bridget Phillipson acknowledged the “pernicious legacy” of the pandemic but expressed optimism about the collaborative efforts of schools, parents, and the government in addressing behavioural issues. “After years of spiralling suspensions and permanent exclusions, there are clear signs that we are turning a corner,” she stated, underscoring a commitment to continue this positive trajectory.
Although there has been a notable reduction in suspensions, the rates are still higher than those recorded in the 2018/19 academic year. Suspensions can last up to 45 days within a school year, and nearly half are for one day or less. However, a staggering 94,400 students missed over a week of education due to suspensions last year, highlighting the serious implications of these disciplinary actions.
Persistent Issues in Primary Schools
While secondary and special schools saw declines in suspension rates, primary schools experienced a concerning increase, with 112,545 suspensions reported—a rise of 7,742 over the previous year. This trend raises alarms about the early onset of behavioural challenges in younger students, particularly among those with special educational needs (SEND). Alarmingly, nearly 90% of permanent exclusions in primary settings involve children with SEND, revealing a critical need for tailored support.
Furthermore, socioeconomic factors play a significant role in suspension rates. Pupils eligible for free school meals are four times more likely to face suspension than their peers, and male students are suspended at a rate 1.5 times higher than female students. These disparities reflect broader societal issues that schools are grappling with.
The Call for Comprehensive Support
Educational leaders are echoing the need for a holistic approach to tackle the underlying causes of poor behaviour. Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), welcomed the overall reduction in suspensions but cautioned that schools cannot address these issues in isolation. “A sustained effort is needed to tackle the root causes of poor behaviour,” he insisted, advocating for increased funding for social care and mental health services to support vulnerable students.
Cara Cinnamon, chief impact officer at Mission 44—an organisation founded by racing driver Lewis Hamilton—also emphasised the importance of early intervention. “There are far too many exclusions, and many can be prevented,” she noted. Cinnamon called for new guidance to help schools keep students engaged and a more diverse teaching workforce to better reflect and support the needs of all pupils.
A Shift in Approach
The government has indicated intentions to reform how schools manage suspensions, aiming to keep students on-site rather than automatically sending them home. This shift could potentially transform the disciplinary landscape, ensuring that students receive the support they need rather than facing exclusion from their educational environment.
Why it Matters
The decline in school suspensions and exclusions is a glimmer of hope in an education system that has been under pressure for years. As schools strive to create inclusive environments, these statistics highlight the importance of addressing the root causes of behavioural issues. By fostering a collaborative approach involving educators, parents, and support services, we can pave the way for a more equitable and supportive educational experience for all children, ensuring that every student has the opportunity to thrive.
