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In a promising turn of events, the number of school suspensions and exclusions in England has seen a decline for the first time since the onset of the pandemic. According to the latest government statistics, there were 913,000 suspensions recorded in state schools during the 2024/25 academic year, marking a 4% decrease from the previous year. Additionally, permanent exclusions fell by 9%, bringing the total to 9,900. While secondary and special schools have benefitted from this drop, primary schools experienced a rise in suspensions, highlighting a complex landscape for educational behaviour management.
A Legacy of Challenges
Education Secretary Bridget Phillipson acknowledged the “pernicious legacy” of the pandemic, which has impacted students and educators alike. She expressed optimism about the progress being made across schools, parents, and government bodies to tackle the issues surrounding student behaviour. “After years of spiralling suspensions and permanent exclusions, there are clear signs that the combined efforts are working,” Phillipson stated. She emphasised the commitment to further improvements in addressing the behaviour crisis inherited from previous years.
Before this recent decline, the rates of suspensions and exclusions had been on an upward trajectory, reaching the highest levels in nearly two decades last year. Despite the recent drop, the figures remain above the levels recorded in 2018/19, indicating that the journey towards effective behaviour management is far from over.
The Landscape of Suspensions
A significant portion of suspensions—46%—were for one day or less, yet the statistics reveal a concerning reality: 94,400 pupils missed over a week of schooling due to suspensions. The primary reason for these suspensions is persistent disruptive behaviour, which accounted for over half of all cases (52%), followed closely by verbal abuse or threatening behaviour towards adults, and physical assaults against peers. Secondary school students represent 85% of all suspensions, illustrating the particular challenges faced by older students.
Conversely, primary schools have seen a troubling uptick in suspensions, with 112,545 incidents reported in 2024/25—an increase of 7,742 from the previous year. This rise raises questions about how younger children are being managed in educational settings, and what interventions might be necessary to address their needs.
The Vulnerable and Disproportionate Impact
Students with special educational needs (SEND) continue to face some of the highest suspension rates, with nearly 90% of permanent exclusions in primary schools involving these children. Furthermore, pupils eligible for free school meals are four times more likely to be suspended compared to their peers, indicating systemic inequalities that need urgent attention. Male students are suspended at a rate 1.5 times higher than female students, suggesting gender disparities in disciplinary actions.
Research from Impetus highlights the long-term consequences of suspensions, revealing that students who experience suspensions in secondary school are twice as likely to be disengaged from education, employment, or training (NEET) by the age of 24. This alarming statistic underscores the necessity of addressing behavioural issues in a proactive manner.
The Call for Holistic Solutions
While Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), welcomed the overall decrease in suspensions, he cautioned that schools cannot tackle these issues in isolation. “A sustained effort is needed to tackle the root causes of poor behaviour,” he noted, emphasising the role of external factors such as poverty and mental health challenges.
Cara Cinnamon, chief impact officer at Mission 44—a charity founded by racing driver Lewis Hamilton—echoed these sentiments, advocating for early intervention to meet the needs of students before issues escalate. She pointed out the troubling patterns of exclusion and urged for more inclusive practices within schools. The charity has been lobbying for new government guidelines to help schools engage at-risk students effectively and has called for a more diverse teaching workforce to reflect the student body.
In response to growing concerns, the government has announced plans to reform how schools manage suspensions, aiming to keep students on-site rather than sending them home. This shift could pave the way for more supportive educational environments.
Why it Matters
As England navigates the aftermath of a pandemic that profoundly affected educational dynamics, the decline in school suspensions and exclusions signals a potential turning point. It highlights the importance of collaborative efforts among educators, families, and policymakers to create supportive learning environments. The challenges faced by vulnerable students, particularly those with SEND and those from low-income backgrounds, must be addressed with urgency. By fostering inclusive practices and prioritising early intervention, we can steer the next generation towards a brighter future—one where education serves as a bridge rather than a barrier.