**
Recent government statistics indicate a notable decrease in school suspensions and exclusions across England for the first time since the onset of the Covid-19 pandemic. In the 2024/25 academic year, state schools reported approximately 913,000 suspensions, marking a 4% reduction from the previous year. Permanent exclusions also saw a significant drop of 9%, with 9,900 cases recorded. While secondary and special schools experienced declines in suspension rates, primary schools reported an alarming increase.
A Mixed Picture: Secondary vs. Primary Schools
Education Secretary Bridget Phillipson acknowledged the persistent challenges posed by the pandemic, describing its impact as a “pernicious legacy.” However, she expressed optimism regarding the collective efforts of educators, parents, and the government in addressing the behaviour issues within 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,” Phillipson stated. She emphasised the determination to continue this progress to tackle the behaviour crisis that has emerged.
Despite the recent decline, it is essential to note that suspension and exclusion rates remain higher than pre-pandemic levels. The 2024/25 figures still indicate that suspensions are elevated compared to those in 2018/19, when the issue was less pronounced. Suspended students are required to stay out of school for a fixed period, which can last up to 45 days per academic year. Alarmingly, nearly half of all suspensions (46%) were for one day or less, yet 94,400 students missed over a week of school due to suspensions.
Persistent Behavioural Issues
The reasons behind suspensions reveal a concerning trend. Persistent disruptive behaviour continues to be the most cited reason, accounting for over half (52%) of suspensions and 40% of exclusions for the 2024/25 period. Other common causes include verbal abuse or threatening behaviour towards adults, as well as physical aggression against peers. Notably, secondary school students account for 85% of all suspensions, yet primary schools have seen a troubling rise in their suspension rates. In the latest figures, primary schools reported 112,545 suspensions, an increase of 7,742 from the previous year.
The disparities extend to students with special educational needs (SEND), who face significantly higher suspension and exclusion rates. Nearly 90% of permanent exclusions in primary schools involve a child with SEND. Furthermore, students eligible for free school meals are four times more likely to face suspension compared to their peers not receiving this support. Gender disparities also exist, with male students suspended at a rate 1.5 times higher than female students.
The Broader Impact of Suspensions
Research from Impetus indicates that the repercussions of suspensions can be severe, with suspended secondary school students twice as likely to be classified as not in education, employment, or training (NEET) by age 24 compared to their peers. Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), welcomed the overall decline in suspensions but stressed that schools cannot address these challenges 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,” Whiteman remarked.
Calls for increased funding to bolster social care and mental health services have gained traction, as experts advocate for better support systems for students facing difficulties outside of school. Cara Cinnamon, chief impact officer at Mission 44, a charity founded by racing driver Lewis Hamilton, voiced concerns over the frequency of permanent exclusions, stating that they should be a last resort. She urged for early interventions to prevent exclusions, highlighting the worrying patterns of disproportionate impacts on vulnerable populations.
Government Initiatives and Future Directions
In light of these challenges, the government has expressed intentions to reform how schools manage suspensions. Proposed changes aim to reduce the automatic sending home of students, allowing them to remain on-site while addressing their behavioural issues. There is a growing recognition that fostering a more inclusive and supportive educational environment is crucial for the well-being of all students.
Why it Matters
The decline in school suspensions and exclusions is a promising development for the education sector in England, indicating potential progress in tackling behavioural issues in schools. However, the rise in suspensions among primary school pupils and the ongoing disparities faced by students with SEND and those from disadvantaged backgrounds underscore the urgent need for comprehensive support mechanisms. Addressing the root causes of disruptive behaviour through targeted social services and mental health support is essential to ensure that all students have the opportunity to thrive academically and socially. As schools adapt to a post-pandemic landscape, the emphasis must remain on creating inclusive environments that prioritise the needs of every child.
