Calls for more resources as suspensions surge

Suspensions in schools in England rose by nearly 40 per cent in the space of a year, while permanent exclusions were up by a quarter, according to new data from the Department for Education (DfE).

There were 346,300 suspensions in the autumn term of 2023/24. This was an increase of 98,900 compared to the previous autumn term, which had 247,400 suspensions. It is also much higher than the autumn term immediately before the coronavirus pandemic (2019/20), when there were 178,400 suspensions. The rate of suspensions was 4.13, equivalent to 413 suspensions for every 10,000 pupils. This is higher than the previous autumn term when it was 2.96, and higher than the autumn term 2019/20 rate of 2.17.

Suspensions increased the most in primary schools, rising from 26,800 to 37,700 (up 41 per cent). However, the vast majority (87 per cent) of permanent exclusions were by secondary schools, where they rose by 43 per cent between autumn term 2022 and 2023. The overall number of permanent exclusions across all schools increased from 3,104 to 4,168, while the rate of permanent exclusion also increased from 0.04 in autumn 2022 to 0.05 last autumn – up 25 per cent.

Pupils with SEND and those eligible for free school meals continue to have some of the highest rates of suspensions and permanent exclusions. Meanwhile the suspension rate for male pupils was more than 1.5 times that of female pupils. At secondary level Year 9 had the highest suspension rate of 11.63, with Year 10 having the highest rate of permanent exclusions at 0.16. In the primary phase, Year 6 had the highest rates of suspensions at 1.24 and permanent exclusions at 0.02.

The figures were released in the same week as the annual Teacher Wellbeing index report by the charity Education Support. The report (available here: https://tinyurl.com/5n8sn6vz) found teachers reporting that rising levels of verbal and physical abuse by pupils were affecting their mental health. Sinéad Mc Brearty, chief executive of Education Support commented: ‘Disturbingly high rates of stress, anxiety, and burnout continue to affect education staff, exacerbated by pupil and parent behaviour, and a lack of support outside school for children and young people. The impact on teachers’ mental health is significant, and partly explains why so many are leaving the profession. These issues point to societal challenges beyond education that require deep thinking and creativity to address.’

Meanwhile, a separate report (available here: https://tinyurl.com/2uw8sp9k) from the youth inclusivity charity Mission 44, found that while almost all teachers are spotting early signs – such as worsening behaviour - that pupils are ‘on a path to exclusion’, this does not always lead to early intervention. Only around three in five say these warnings are being picked up and acted upon by schools and wider support services.

‘Our report findings demonstrate that tackling exclusions is a complex issue, but that there is clear support for a system which focuses more on prevention,’ said Mission 44 chief executive Jason Arthur.

Commenting on the DfE figures, Pepe Di’Iasio, General Secretary of the Association of School and College Leaders, said: ‘There is clearly a very serious problem facing schools with rising incidents of challenging behaviour and in particular persistent disruptive behaviour which is the most common reason for suspensions and permanent exclusions. This has become a great deal worse since the pandemic where many children experienced disruption to their education and isolation that are continuing to have a lasting impact.’ He noted that schools lacked resources to provide specialist support that might prevent behavioural issues escalating, and that ‘funding pressures’ had seen schools cutting back on pastoral support. ‘The whole system is teetering on the brink of collapse and the government must show urgency in addressing these problems’, he added.

Full DfE figures: https://tinyurl.com/ymy68dja