The latest figures from the Department for Education (DfE, 2024) reveal a sharp rise in the number of exclusions and suspensions.
They show a total of 263,904 suspensions handed out during the spring term 2022/23 – the highest number ever recorded and an average of 3.13 per 100 pupils.
It is a notable rise on the previous spring term (2021/22) when 201,090 suspensions were recorded (2.4/100), although this rise can be explained by the sharp drop in suspensions seen during Covid (see figure 1).
Nonetheless, the current rate of suspensions is notably higher than pre-Covid figures, which tended to stay around the 120,000 to 150,000 mark for the spring term.
The DfE analysis notes that suspensions are “typically higher” in autumn term than in spring and summer, but the latest figures have bucked that trend as the autumn term 2021/22 saw 247,366 suspensions.
The rise in suspensions is being driven at secondary level. Between the autumn and spring terms, secondary school suspensions increased by 9% from 214,100 to 232,600, while primary school suspensions decreased by 3% to 25,900. Special school suspensions also fell by 18% to 5,300 (see figure 1).
School leaders this week reported “a really difficult situation” with challenging student behaviour due to myriad factors including mental health issues, unmet SEN, disengagement with the curriculum, and wider problems within families.
The DfE analysis reflects this situation. The most common reason for suspensions (and permanent exclusions) was persistent disruptive behaviour. Meanwhile, the second most common cause of suspensions was verbal abuse or threatening behaviour against an adult (see figure 2).
A suspension can involve a part of the school day and it does not have to be for a continuous period. A pupil may be suspended for one or more periods up to a maximum of 45 school days in a single academic year.
The figures show that the most common suspensions are for a single day (47%) while 99% of suspensions were for five days or fewer.
The most common year group for suspensions is year 9, closely followed by year 10. Meanwhile boys and students eligible for free school meals were more likely to be suspended than girls and non-FSM students.
Figure 1: Rate of suspensions, by school type, 2016/17 autumn term to 2022/23 spring term (source: DfE, 2024)
Figure 2: Number of suspensions, by reasons for suspension and school type, 2022/23 spring term (source: DfE, 2024)
When it comes to exclusions, 3,039 were recorded in the spring term 2022/23 (0.04 per 100 students), up from 2,179 the previous spring term, but down from 3,100 in the autumn term (2021/22). Secondary schools account for 85% of these exclusions.
Again the number of exclusions is higher than pre-pandemic levels when spring term exclusions tended to hit between 2,100 and 2,800.
A permanent exclusion refers to a pupil who is excluded and who will not come back to that school (unless the exclusion is overturned). The DfE’s figures only include permanent exclusions which have been upheld by the governing body or Independent Review Panel.
Commenting this week, Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said: “This data unfortunately reflects what we are hearing from school leaders across the country – that there is a really difficult situation with challenging behaviour among some pupils. There are a number of reasons for this – mental health issues, unmet SEN, disengagement with the curriculum, and, in some cases, wider problems within families.
“It hasn’t happened out of the blue. The whole tapestry of social and mental health support services around families and children has receded over the past 14 years because of budget pressures and increasing demand, and schools are left to pick up the pieces without sufficient funding. This means that behavioural issues often escalate to a point at which a suspension – or exclusion – is the only option that is left. It is a terrible legacy of government underinvestment.”
Paul Whiteman, general secretary of the National Association of Head Teachers, said that too often the problems that lead to suspensions and exclusion “go way beyond the school gate”.
He continued: “Too often schools are left to tackle the problems that lead to exclusions and suspensions alone, and with scarce resources. Inadequate government funding of schools is leading to a reduction in pastoral care and teaching assistants in schools.
“Early intervention is often crucial – government funding cuts to services that support schools have made it harder for children and families to access help from mental health services and social care amid long waiting lists and higher thresholds. We’ve seen local authorities forced to stop providing key services, such as behaviour support teams.
“Without more government investment in these vital services, challenges in children’s lives will continue to affect their behaviour, wellbeing and academic achievement.”
- DfE: Spring term 2022/23: Suspensions and permanent exclusions in England, April 2024: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england