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In a significant shift in educational policy, the UK government has announced plans to allow suspended students to remain on school premises rather than being sent home. This initiative, aimed at reducing the educational disruptions caused by suspensions, was outlined by Education Secretary Bridget Phillipson, who highlighted the potential negative impact of sending children home, particularly the tendency to disengage from learning and retreat into social media and gaming.
New Approach to Suspensions
The Department for Education (DfE) is advocating for this new model of on-site suspensions, particularly for students who have not exhibited violent behaviour. By keeping these pupils within the educational environment, the government hopes to ensure that they continue to engage with their studies, thereby limiting the amount of learning they miss during disciplinary actions.
Currently, schools have the option to impose internal suspensions, a practice which varies widely in implementation. The DfE intends to clarify that these internal suspensions should be structured interventions that facilitate meaningful learning and self-reflection, rather than allowing students to complete generic tasks that do not support their reintegration into the classroom.
Increased Suspension Rates
Recent statistics reveal a troubling rise in suspensions within schools. From the academic year 2022-23 to 2023-24, the number of suspensions surged by 21%, escalating from 787,000 to 955,000. The suspension rate per 100 pupils rose from 9.33 to 11.31 during the same period, with primary schools seeing the most significant increase.
Head teachers will have the authority to determine the nature of these suspensions. Richard Walkden, the head teacher at Ecclesfield Secondary School in Sheffield, emphasised the detrimental effects of suspensions, particularly the loss of learning opportunities. He stated, “Students get one chance at education in secondary. They’ve got five years, and every day matters.” Walkden also acknowledged that suspensions are sometimes necessary to maintain behavioural standards among students.
Government’s Commitment to Educational Engagement
Phillipson reinforced the importance of maintaining educational engagement during suspensions, stating, “Time at home today can too easily mean children retreating to social media, gaming and the online world.” The government seeks to restore the seriousness of suspensions while ensuring that young people remain involved in their education, thereby alleviating the burdens teachers face in helping pupils catch up on missed work.
In conjunction with these changes, Phillipson has announced a new directive that will require all schools in England to enforce a phone-free policy throughout the school day. This initiative aims to further enhance the learning environment and reduce distractions.
Addressing Inequities in Suspensions
Data reveals that students with Special Educational Needs and Disabilities (SEND) and those eligible for free school meals are disproportionately affected by suspensions and permanent exclusions. In the current academic year, “persistent disruptive behaviour” accounted for over half of all suspension reasons, with physical assaults making up a smaller percentage.
The DfE has assured that serious and violent behaviours will still result in removal from school, and permanent exclusions will remain as an option. A new framework will be developed to provide head teachers with the flexibility to manage suspensions for non-violent behaviour while still ensuring that students continue to learn in a separate but supervised setting.
Concerns Over Implementation and Resources
Reactions to the proposed changes have been mixed. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, expressed cautious optimism regarding greater consistency but raised concerns about how head teachers would be held accountable for the data they provide and whether sufficient resources would be available for effective internal suspensions.
Similarly, Matt Wrack, general secretary of the NASUWT teachers’ union, acknowledged the potential for clarity in guidelines but questioned the feasibility of implementing these expectations without additional funding. Marianne Lagrue from Coram Children’s Legal Centre pointed out the variability in current approaches to internal suspensions, highlighting instances where students may spend months isolated from their peers without formal suspension.
Why it Matters
This proposed shift in suspension policy comes at a crucial time when educational engagement is paramount. The government’s initiative to keep pupils in school during suspensions aims not only to reduce the learning gap but also to ensure that all students, particularly those facing additional challenges, receive the support they need. By prioritising engagement over punishment, the government hopes to foster a more inclusive and effective educational environment, ultimately benefiting the long-term development of all students.
