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Recent government statistics have revealed a notable decline in school suspensions and exclusions across England for the first time since the onset of the Covid-19 pandemic. In the academic year 2024/25, state schools recorded approximately 913,000 suspensions, marking a 4% reduction from the previous year. Meanwhile, permanent exclusions also saw a significant decrease of 9%, with 9,900 students removed from their schools. While this drop is encouraging, the rise in suspensions among primary school pupils highlights ongoing challenges in the education system.
Positive Progress Amidst Ongoing Challenges
Education Secretary Bridget Phillipson addressed the findings, suggesting that the pandemic has left a “pernicious legacy” on student behaviour. Despite this, she expressed optimism about the direction schools are taking. “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 a collective commitment to addressing the issues that have plagued the education sector, hoping to resolve the behaviour crisis that has been inherited.
Prior to this decline, suspension and exclusion rates had been on an upward trajectory, reaching alarming levels. In fact, the previous year marked the highest rate of suspensions in almost two decades. Even with the recent decrease, current figures remain elevated compared to the 2018/19 academic year, underscoring the need for continued reform. Suspensions can last up to a maximum of 45 days per school year, while permanent exclusions mean a student cannot return to their school.
Concerning Trends in Primary Education
While secondary and special schools have witnessed a reduction in suspension rates, the opposite is true for primary schools. In 2024/25, primary schools reported 112,545 suspensions, an increase of 7,742 from the year before. This trend raises questions about the support and resources available for younger students, who may be grappling with behavioural challenges at a critical stage in their development.
The statistics reveal that nearly half of all suspensions—46%—were for one day or less. However, a staggering 94,400 pupils were suspended for more than a week last year. The most prevalent reason for suspensions remains persistent disruptive behaviour, which accounted for over half of all cases. Other frequent causes include verbal abuse or threatening behaviour towards staff, and physical assault against peers. It is crucial to recognise that secondary school students are disproportionately affected, making up 85% of all suspensions.
The Impact on Vulnerable Students
The data also highlights alarming disparities among vulnerable student groups. Pupils with special educational needs (SEND) face some of the highest rates of suspension and exclusion, with nearly 90% of permanent exclusions in primary schools involving a child with SEND. Additionally, students eligible for free school meals are four times more likely to be suspended compared to their peers. Gender disparities are also evident, with male students suspended at a rate 1.5 times higher than females.
Research conducted by Impetus indicates that suspensions can have long-lasting repercussions. Young people suspended from secondary school are twice as likely to be not in education, employment, or training (NEET) by the age of 24 compared to their peers who have not faced such disciplinary actions. This raises significant concerns about the future prospects of these young individuals.
Calls for Systemic Change
Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), welcomed the overall decrease in suspensions but emphasised that schools are not equipped to tackle these issues 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,” he noted. Whiteman advocates 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 similar sentiments. She raised concerns over the frequency of permanent exclusions, arguing that they should be a last resort. “There are far too many exclusions, and there are plenty that can be prevented,” she asserted. Cinnamon stressed the importance of early intervention and meeting the needs of young people promptly to mitigate the risk of exclusion.
In response to these concerns, the government has proposed changes aimed at reforming how schools manage suspensions, suggesting that students could remain on-site rather than being sent home automatically. This initiative could lead to more inclusive educational environments and better support for at-risk students.
Why it Matters
The decline in suspensions and exclusions is a step in the right direction for England’s education system, but the rising rates in primary schools and the disproportionate impact on vulnerable groups signify that significant challenges remain. Addressing these issues is not only crucial for the well-being of individual students but also for the future of society as a whole. Ensuring that all children receive the support they need to thrive academically and socially is imperative in building a more equitable educational landscape. The commitment to reform by both the government and educational institutions is an encouraging sign, but sustained effort will be essential to create lasting change.
