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Recent government statistics reveal a significant decrease in school suspensions and exclusions across England, marking the first decline since the onset of the Covid-19 pandemic. In the 2024/25 academic year, state schools recorded 913,000 suspensions, a 4% drop compared to the previous year. Additionally, the number of permanent exclusions fell by 9%, totalling 9,900. While this trend is encouraging, primary schools saw an opposite pattern, as suspension rates increased.
A Mixed Picture: Secondary and Primary Schools
The recent figures indicate a notable decline in suspension rates for secondary and special schools, highlighting a potential turnaround in behavioural management strategies. Education Secretary Bridget Phillipson acknowledged the pandemic’s lingering effects on student behaviour, describing it as a “pernicious legacy.” She commended the collaborative efforts of teachers, parents, and the government in fostering a more conducive learning environment.
“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. “We are determined to keep driving forward that progress to fix the behaviour crisis we inherited.”
Despite the positive trend, it is crucial to note that suspension rates remain higher than those recorded in the 2018/19 academic year. The statistics reveal that nearly half of all suspensions (46%) lasted for one day or less, yet a concerning 94,400 pupils missed over a week of school due to suspensions.
Persistent Challenges in Primary Schools
In contrast to their secondary counterparts, primary schools experienced an increase in suspension rates, with a total of 112,545 suspensions recorded—up by 7,742 from the previous year. This rise raises concerns about the underlying issues affecting younger students, as persistent disruptive behaviour continues to be the leading cause for suspensions, accounting for over half of all cases.
The data further indicates that male students are disproportionately affected, with suspension rates for boys 1.5 times higher than for girls. Moreover, pupils with special educational needs (SEND) are significantly overrepresented, with nearly 90% of permanent exclusions in primary schools involving a child with SEND.
The Broader Implications of Exclusions
Research conducted by Impetus highlights the long-term consequences of school suspensions, revealing that students suspended in secondary school are twice as likely to be not in education, employment, or training (NEET) by age 24 compared to their peers. This alarming statistic underscores the importance of addressing the root causes of behavioural issues, which often stem from challenges faced outside the classroom.
Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), welcomed the overall decline in suspensions but stressed that schools cannot tackle these issues alone. “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,” he said. The NAHT has called for increased funding for social care and mental health services to better support students.
Cara Cinnamon, chief impact officer at Mission 44, a charity founded by racing driver Lewis Hamilton, echoed these sentiments, asserting that permanent exclusions should only be a last resort. “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,” she cautioned.
Government Initiatives and Future Directions
In light of these findings, the government has proposed reforms aimed at changing how schools manage suspensions. One potential change involves allowing suspended students to remain on school premises, rather than automatically sending them home. Such measures aim to keep students engaged and supported during difficult times, rather than isolating them from their education.
The ongoing conversation surrounding school discipline highlights the need for a more diverse teaching workforce and increased mentorship opportunities for at-risk students. As the government and educational institutions continue to refine their approaches, it remains crucial to ensure that all students receive the support they need to thrive academically and socially.
Why it Matters
The decline in school suspensions and exclusions is a promising development for England’s educational landscape, reflecting the concerted efforts of educators and policymakers to address behavioural issues. However, the rising rates in primary schools and the disproportionate impact on vulnerable groups underscore the complexity of this issue. Understanding and addressing the underlying causes of behavioural challenges is essential for fostering a more inclusive and supportive educational environment. The future of our education system relies on a commitment to the wellbeing of all students, ensuring that every child has the opportunity to succeed.