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In a notable shift, the number of suspensions and exclusions in English schools has declined for the first time since the onset of the COVID-19 pandemic. Government data released on Thursday revealed that in the academic year 2024/25, there were 913,000 suspensions across state schools, marking a 4% reduction from the previous year. Permanent exclusions also saw a decrease of 9%, totalling 9,900. However, the overall landscape reveals a mixed picture, with rising suspension rates in primary schools contrasting against the improvements in secondary and special education settings.
A Mixed Bag of Statistics
The latest figures indicate a positive trend in secondary and special schools, where suspension rates have diminished. Yet, primary schools have experienced a troubling uptick in suspensions. Specifically, 112,545 suspensions were recorded in primary settings, an increase of 7,742 from the previous year. This development raises concerns about the underlying factors affecting younger students.
Education Secretary Bridget Phillipson acknowledged the pandemic’s “pernicious legacy” on student behaviour but expressed optimism regarding the collective efforts of schools, parents, and the government. “After years of spiralling suspensions and permanent exclusions, there are clear signs that our combined efforts are paying off,” she stated. “We are determined to continue this progress to address the behaviour crisis we inherited.”
Patterns of Suspension and Exclusion
Suspensions in schools can last for a maximum of 45 days within an academic year, with nearly half of all suspensions (46%) lasting a single day or less. Nevertheless, last year saw 94,400 pupils missing over a week of school due to suspensions. Persistent disruptive behaviour remains the primary reason for these disciplinary actions, accounting for 52% of all suspensions and 40% of exclusions. Other significant causes include verbal abuse or threats towards staff and physical assaults among students.
Secondary school pupils constitute the majority of suspensions, representing 85% of all cases. This dominance starkly contrasts with the rising numbers observed in primary schools, which have faced increased challenges.
Disparities in Suspension Rates
Students with special educational needs (SEND) are disproportionately affected by suspensions and exclusions, with nearly 90% of permanent exclusions in primary schools involving SEND students. Additionally, pupils eligible for free school meals are four times more likely to face suspension compared to their peers. Gender disparities also persist, as male students are suspended at a rate 1.5 times higher than females.
Research conducted by Impetus highlights the long-term consequences of suspensions, revealing that secondary school students who are suspended are twice as likely to be not in education, employment, or training (NEET) by the age of 24 compared to their counterparts.
Calls for Systemic Change
While the overall decrease in suspensions is welcomed by many, including Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), he emphasised the need for comprehensive support beyond the school environment. “A sustained effort is needed to tackle the root causes of poor behaviour, which often stem from external challenges children face, such as poverty and mental health issues,” he remarked. The NAHT advocates for increased funding in social care and mental health services to provide necessary support for affected students.
Cara Cinnamon, chief impact officer at Mission 44—a charity aimed at reducing exclusions—also expressed concern over the persisting patterns of exclusion. She stated that permanent exclusion should be a last resort, yet many cases suggest otherwise. “If we intervene early and address young people’s needs promptly, we can prevent many exclusions,” she noted, urging the government to implement new guidance on student engagement and to diversify the teaching workforce.
Why it Matters
The decline in school suspensions is a promising development, yet the persistent challenges highlight the complexity of student behaviour and the socio-economic factors at play. The disparities in suspension rates serve as a reminder that educational institutions must address not only disciplinary measures but also the broader context of student well-being. As schools navigate these changes, a collaborative approach involving educators, families, and mental health services will be vital to ensure that all students have the support they need to thrive in a nurturing educational environment.
