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Recent government statistics reveal a significant reduction in school suspensions and exclusions in England, marking the first downward trend since the onset of the COVID-19 pandemic. During the 2024/25 academic year, state schools recorded approximately 913,000 suspensions, representing a 4% decrease compared to the previous year. Concurrently, permanent exclusions fell by 9%, totalling 9,900 cases. Although the data indicates progress, challenges remain, particularly in primary education where suspension rates have risen.
A Shift in the Statistics
The decline in suspensions and exclusions has been observed across secondary and special schools, yet primary schools experienced an uptick in suspensions. This nuanced landscape reflects the lingering impacts of the pandemic, which Education Secretary Bridget Phillipson acknowledges has created a “pernicious legacy.” She emphasised the collaborative efforts of educators, 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 we are turning a corner,” Phillipson stated.
Despite this positive turn, suspension rates remain elevated compared to pre-pandemic levels. In fact, the 2024/25 figures still surpass those recorded in 2018/19. Suspended students can be removed from the classroom for up to 45 days within a single academic year, while permanent exclusions mean students are dismissed from their school entirely. Notably, nearly half of all suspensions last one day or less, yet around 94,400 students were suspended for over a week last year.
The Reasons Behind Suspensions
Persistent disruptive behaviour continues to be the leading cause of suspensions, accounting for more than half (52%) of all cases in 2024/25, while it represents 40% of permanent exclusions. Other significant reasons include verbal abuse towards adults and physical assaults against peers. Secondary school students constitute a staggering 85% of all suspensions. However, primary institutions have witnessed an alarming rise, with 112,545 suspensions reported, an increase of 7,742 from the previous year.
The disparities in suspension rates reveal troubling patterns, particularly among vulnerable groups. Students with special educational needs (SEND) face disproportionately high rates of exclusion, with nearly 90% of permanent exclusions in primary schools involving these children. Additionally, pupils eligible for free school meals are four times more likely to be suspended than their peers who do not qualify. Male students are suspended at a rate 1.5 times higher than female students.
Call for Systemic Change
The National Association of Head Teachers (NAHT) has welcomed the decrease in suspension figures but cautions that schools cannot tackle these issues in isolation. General Secretary Paul Whiteman emphasised the need for sustained efforts to address the underlying causes of behavioural issues, which often stem from external factors such as poverty and mental health challenges. The NAHT advocates for increased funding for social care and mental health services to provide essential support to students outside the classroom.
Cara Cinnamon, Chief Impact Officer at Mission 44—a charity founded by racing driver Lewis Hamilton—echoed these sentiments, stressing that permanent exclusion should be a last resort. She highlighted that many exclusions could be prevented through early intervention. “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,” Cinnamon stated.
Her organisation has pushed for new guidance from the government regarding student engagement and has called for a more diverse teaching workforce alongside additional mentorship programmes for at-risk students. Earlier this year, the government announced plans to reform how schools manage suspensions, aiming to allow students to remain on-site rather than being automatically sent home.
Why it Matters
This decline in school suspensions signifies a potential turning point in England’s educational landscape, fostering hope for a more supportive environment for students. However, the rising suspension rates in primary schools and the disproportionate impact on vulnerable groups underscore the urgent need for comprehensive reforms. By addressing the root causes of disruptive behaviour and ensuring that all students receive the necessary support, the education system can move closer to achieving equity and inclusion for every child.
