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Recent government statistics reveal that school suspensions and exclusions in England have declined for the first time since the onset of the Covid-19 pandemic. In the academic year 2024/25, state schools reported 913,000 suspensions, marking a 4% decrease from the previous year. Permanent exclusions also saw a noteworthy reduction of 9%, totalling 9,900 cases. While secondary and special schools experienced fewer suspensions, primary schools saw a rise, raising concerns among educators and policymakers.
Overview of Suspension Trends
Education Secretary Bridget Phillipson acknowledged the lingering effects of the pandemic on student behaviour, describing it as a “pernicious legacy.” However, she expressed optimism about the collaborative efforts of teachers, parents, and the government in addressing the behaviour crisis that has plagued schools. “After years of spiralling suspensions and permanent exclusions, there are clear signs that the combined efforts of schools, parents, and the government are working,” she stated, reaffirming the commitment to further improvements.
Before this decline, suspension and exclusion rates had been on an upward trajectory since prior to the pandemic. The most recent figures, despite showing a decrease, still indicate that suspension rates remain higher than they were in the 2018/19 academic year. Under current guidelines, suspended students must remain out of school for a period not exceeding 45 days within a school year, while exclusions result in permanent removal from the institution.
Reasons Behind the Numbers
Of the suspensions recorded last year, nearly half (46%) were for one day or less, yet a concerning 94,400 students missed over a week of schooling due to these suspensions. Schools are allowed to cite up to three reasons for each incident, with persistent disruptive behaviour being the leading cause, accounting for over half (52%) of all suspensions and 40% of exclusions in the 2024/25 year. Other significant causes include verbal abuse or threatening behaviour towards adults and physical assaults against peers.
Secondary school students comprised a significant majority of all suspensions, representing 85% of the total. In contrast, primary schools reported an increase in suspension rates, which rose by 7,742 cases to reach 112,545 in 2024/25. This trend raises critical questions about the support systems in place for younger pupils.
Disparities in Exclusions
Students with special educational needs (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. Furthermore, pupils eligible for free school meals are four times more likely to be suspended compared to their peers who do not qualify for such assistance. Gender disparities also persist, with male students suspended at a rate 1.5 times higher than female students.
Research conducted by Impetus highlights the long-term consequences of suspensions. It suggests that secondary school pupils who experience suspensions are twice as likely to be out of education, employment, or training (NEET) by the age of 24 compared to their peers who remain in school.
Voices from the Field
Paul Whiteman, General Secretary of the National Association of Head Teachers (NAHT), welcomed the overall decline in suspensions but emphasised that schools cannot tackle this issue in isolation. “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. The NAHT has called for increased funding for social care and mental health services to provide the necessary support for students.
Cara Cinnamon, Chief Impact Officer at Mission 44, a charity founded by racing driver Lewis Hamilton aimed at reducing exclusions, echoed these concerns. She pointed out that while permanent exclusion should be a last resort, it is often used prematurely. “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 asserted, highlighting the need for early intervention strategies.
The government has announced intentions to reform how schools manage suspensions, suggesting that students should not automatically be sent home but could remain on-site while receiving support.
Why it Matters
The decline in school suspensions marks a pivotal moment for England’s education system, indicating that collaborative efforts among educators, families, and policymakers are beginning to yield results. However, the ongoing disparities and the rise in primary school suspensions underscore the need for targeted interventions and additional resources to address the root causes of behavioural issues. A comprehensive approach that includes mental health support and engagement strategies is essential to ensure that all students have the opportunity to thrive academically and socially. The future of educational equity hinges on these reforms and the commitment to nurturing all pupils, particularly those facing the greatest challenges.
