Is exclusion the best solution? Rethinking approaches to behaviour in schools By Emma Sanderson

 

Emma Sanderson, Managing Director of Options Autism, a leading provider of education for neurodiverse pupils and those with complex needs, reviews the latest exclusion data, and questions whether the numbers highlight the need for a change to the current approach  to addressing the challenges of pupil behaviour

 

According to Government guidelines, ‘Behaviour in schools: sanctions and exclusions’,  ‘Pupils with special educational needs (SEN) or a disability can be suspended or permanently excluded from school.’ However, the publication also states, ‘Schools are not allowed to suspend or permanently exclude a pupil because they have a disability or additional needs the school cannot meet.’  

 

The latest statistics tell a different story; in comparison to their peers, more pupils with special educational needs and disabilities (SEND) are suspended or excluded.

 

Exclusion and suspension rates in both primary and secondary schools in England, continue to rise, year on year new records are set. The latest statistics from the Department for Education (DfE) (July 2024) for the 2022/23 academic year, reveal the highest levels since the current data set began in 2015.

 

The headline figures show an increase of over 200,000 suspensions, and over 3,000 permanent exclusions from schools in England, compared to the 2021/2022 academic year. There was a jump of 20% in suspensions and 58% in permanent exclusions for pupils with SEND. The rate of suspension for those with SEN with or without an education health and care plan (EHCP) was between three to four times that of their peers. The difference in the exclusion rate was three to five times higher for pupils with SEN compared to their peers.

 

‘Persistent disruptive behaviour accounted for 48% of all reasons given for suspension and for 39% of reasons for permanent exclusions’ (DfE Suspensions and permanent exclusions in England 2022/23).

 

Are we providing the best approaches and solutions to behaviour management in schools or just removing the ‘problem’ by excluding these pupils? In the majority of cases, exclusion is ineffective in changing behaviour, particularly when underlying problems remain unaddressed.

Disruptive, or even violent behaviour, is often misdirected communication. Many children with SEN have experienced high levels of trauma during their lives which results in the adoption of high-risk behaviours. In neurobiological terms, in response to a constant state of stress, elevated levels of cortisol produced in the brain, change their ability to react calmly.

It is essential we take a more preventive, early intervention approach, beginning with the question – will suspension or exclusion change this individual’s behaviour? Those at risk of exclusion need a full assessment to identify whether they have unmet social, emotional and mental health or learning needs.

 

Schools and colleges should consider what interventions, additional support or alternative provision these children and young people need, to address behaviours before they become entrenched, and enable them to succeed.

 

Communication with parents and carers is also key. It’s vital to ensure they are involved in  decisions about their child, especially during times such as transition from primary to secondary school, or when a pupil returns to school or college after a suspension.

 

School suspensions and exclusions often mark the beginning of an unsettled and disrupted education pathway for SEND pupils – a critical life-changing turning point. HeadStart (2019) found school exclusion not simply an educational issue, but also resulting in profound negative consequences for mental health and wellbeing. What potential harm are we inflicting on young people’s mental health? 

 

A proportion of pupils do respond to a zero-tolerance, no-excuses behaviour policy, but what about the rest? These draconian policies, systems and decisions designed to fulfil the demands of ‘discipline’, are failing in terms of providing young people with the education and care they deserve in order to fulfil their potential and have successful futures.

 

For further information on Options Autism, please visit www.optionsautism.co.uk.