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Young people who have been suspended from secondary school are twice as likely to be out of education, employment or training in early adulthood than their peers, a report has suggested.
Pupils in England who are suspended at least once during secondary school are more likely to underachieve between the ages of 19 and 24, the Education Policy Institute (EPI) said.
The think tank’s work, commissioned by the charity Impetus, found that pupils suspended during secondary school are less likely to gain level 3 qualifications or go on to university.
It comes after recent government figures showed the number of school suspensions in England has hit a record high.
There were 786,961 suspensions in the 2022/23 academic year, compared to 578,280 in 2021/22 – a 36% increase, according to Department for Education (DfE) figures.
The rise in suspensions – when a student is excluded from a school for a period of time – comes amid warnings of challenging behavior in classrooms following Covid-19.
The EPI research studied a cohort of 576,000 state school pupils in England who started Year 7 in 2006 and followed their secondary school period through early adulthood to the age of 24.
About 16 percent of students were suspended at some point during secondary school, it said.
She found that students suspended at least once during high school were twice as likely to not be in further education, employment, or vocational training at age 24 than their peers who were not suspended.
They were 2.1 times more likely not to have level 3 qualifications – which include A levels – by the age of 19 and 1.6 times more likely not to be in higher education by the age of 24, it added the report.
The research concluded that pupils’ GCSE level plays a “significant role” in the relationship between suspension and attainment.
It said: “The link between suspension and outcomes in adulthood may be indirect, as suspended students have lower GCSE grades on average, which may in turn limit access to further education opportunities.”
We should aim for lower exclusion rates not just for the sake of it, but because it would be a sign of a more effective education system for both students and teachers.
Carlie Goldsmith, Impetus
The findings were published as pupils in England, Northern Ireland and Wales are set to find out their GCSE results on Thursday.
The think-tank called for early intervention to address the factors leading to suspension, as inaction could lead to “long-term consequences” for the individual and “broader costs to society”.
The Government should consider running a program of work to set out how best to respond to behavior that led to suspensions and should develop an evidence base on what works to support pupils who experience with multiple suspensions, the report said.
He added that more research is needed to understand the factors behind the recent increase in suspensions.
Allen Joseph, Early Years, Inequalities and Wellbeing Researcher at EPI, said: “The latest analysis shows that pupils who are suspended during secondary school are not only less likely to get good grades at GCSE, but also tend to have a poorer education, occupation. and health outcomes in adulthood.
“Given these poor outcomes at an individual level and the wider societal costs, it is imperative that schools, colleges and wider services are adequately resourced to address the circumstances and respond to the behavior that led to suspension.”
This is not only a personal tragedy for them, but also a considerable challenge for schools
Pepe Di’Iasio, Association of Heads of Schools and Colleges
Carlie Goldsmith, Senior Policy Advisor at Impetus, said: “Suspensions are sometimes necessary; however, given the long-term consequences for both the individual and society as a whole, supporting students who struggle to engage in mainstream education, and in particular ensuring that they achieve essential GCSEs, must be a priority for the government.
“We should aim for lower levels of exclusion not just for the sake of it, but because it would be a sign of a more effective education system for students and teachers alike.”
Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said: “This analysis highlights a critical issue – pupils with behavioral challenges serious enough to lead to suspension are far less likely to achieve positive educational outcomes and life.
“This is not only a personal tragedy for them, but also a considerable challenge for schools.”
The report highlights the urgent need for change in the way schools manage behaviour, with schools taking a proactive approach which prioritizes pupils’ wellbeing.
Azmina Siddique, Children’s Society
He added: “No school ever wants to suspend a student and it is only a measure taken as a last resort.
“The new Government must give schools the support they need to tackle behavior problems before they reach this tipping point.”
Azmina Siddique, policy and public affairs manager for risk and exploitation at the Children’s Society, said excluded children can be vulnerable to exploitation.
“Exclusions not only affect a child’s chance of a decent education and a good start in life, but also cut them off from vital support networks, leaving them vulnerable to exploitation.
“Behavioral problems can often signal complex underlying issues that need to be addressed first. We believe that exclusions should only be used as a last resort.
“The report highlights the urgent need for change in the way schools manage behaviour, with schools taking a proactive approach which prioritizes pupils’ wellbeing.
“The Government must step up with stronger guidance for schools and more funding for early intervention services. Every child deserves the chance to stay in school, learn and succeed.”
A DfE spokesman said: “The recent figures on school suspensions are shocking and show the massive scale of disruptive behavior that has developed in schools across the country in recent years, damaging children’s life chances.
“We are committed to tackling the root causes of bad behaviour: we have already committed to providing access to specialist mental health professionals in every secondary school, introducing free breakfast clubs in every primary school and ensuring earlier intervention in meal for students with special needs.
“But we know that bad behavior can also be rooted in wider issues, which is why the Government is developing an ambitious strategy to reduce child poverty, led by a task force co-chaired by the Education Secretary, so we can remove barriers to opportunity. “
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