Summary to the Department for Education Annual Exclusion Statistics
On the 18th July 2024 the Department for Education (DfE, 2024) released the Annual Exclusion statistics for the academic year 2022/2023. These statistics, collected in the school census data, present data on suspensions and permanent exclusions across state-funded schools.
The publication includes:
- reasons schools report for suspending and permanently excluding pupils
- suspensions and permanent exclusions by pupil characteristics
- permanent exclusion independent review panels
It is of concern to note that these statistics reveal “the highest recorded annual number suspensions and permanent exclusions” (DfE, 2024).
According to the data released here
- “There were 787,000 suspensions in the 2022/23 academic year
- This is an increase from the previous year, when 578,300 suspensions occurred, and the highest recorded annual number of suspensions. This is the equivalent of 933 suspensions per 10,000 pupils.
- There were 9,400 permanent exclusions in the 2022/23 academic year
- This is an increase from 6,500 in 2021/22 and the highest recorded annual number of permanent exclusions. This is the equivalent of 11 permanent exclusions for every 10,000 pupils.
- The most common reason for suspensions and permanent exclusions was persistent disruptive behaviour
- Persistent disruptive behaviour accounted for 48% of all reasons given for suspension and for 39% of reasons for permanent exclusions. This is in line with previous years where this reason was the most commonly recorded”.
The Centre for Young Lives shared concerns on X here by recognising that suspensions increased by 36% and permanent exclusions increased by 44% on the previous year.
When the exclusion statistics are explored in relation to pupil characteristics, the data reveals that:
“Suspension and permanent exclusion rates continue to be higher for males, Free School Meal (FSM) eligible pupils and pupils with special educational needs”.
With regards to age:
“The suspensions and permanent exclusions rates tend to increase as age and year group increase, to a point. The highest rate for suspensions was age 13 and permanent exclusions age 14, before drops for both in higher ages”.
With regards to ethnicity:
“Gypsy/Roma pupils and Traveller of Irish Heritage pupils continue to have the highest rates of suspensions and permanent exclusions”.
The Education Policy Institutes provides a useful analysis of the exclusion statistics on X here which are, again, recognised as being the “highest levels since public records began”.
No More Exclusions state on X here that “from this data, we can see that the use of permanent exclusions and suspensions once again increased in the 2022/23 academic year. This fact alone, and the disproportionalities in exclusion use implicated within, raise urgent questions about the state of inclusive edu in England”.
Trauma Informed Schools here offered the following response on X to the rise in exclusions.
“Whilst the pandemic undoubtedly has had a pervasive impact on our young people and on the school workforce the trajectory was already rising before Covid. The response to increased levels of challenging behaviour has seen a rise in increasingly strict, high control regimes, this has not had the effect of reducing exclusions or indeed improving standards of behaviour, particularly for those most vulnerable students. If we continue to do what we have always done, we will continue to see rising exclusion rates coupled with poor attendance and escalating numbers of parents electively home educating rather than continue to bear witness to the impact of the school environment on their child’s mental health and well being. Schools require increased funding, support and training to create the environments and provision that will inclusively support ALL of our children to succeed in education”.
IRCT’s aspiration to #eliminateexclusion
IRCT share concerns about the increasing number of children who have and continue to be excluded from our schools.
Because we are committed to the goal of working towards the elimination of permanent exclusions, we have developed an Exclusion Position Statement. The Exclusion Position Statement here provides an overview of our concerns in relation to the current policy context and offers insight into variations in relation to experiences of exclusion.
We are particularly concerned about the association between adverse childhood experiences, trauma and exclusion. In the Exclusion Position Statement, we recognise previous research which offers useful insights into ways through which schools can support the aspiration to eliminate permanent exclusion. We conclude our Exclusion Position Statement with several recommendations.
IRCT recommendations to eliminate permanent exclusions
To support the aspiration to eliminate permanent exclusions in the UK, IRCT urge policy makers and Government to consider our recommendations which aim to support individual children, develop whole school approaches, and encourage systemic change.
Individual:
Ensure that all children experience emotional safety, feel cared for, and develop a sense of belonging and connection through authentic relationships
Ensure that all pupils experience enjoyment, engagement, autonomy, and success
Ensure that physiological and psychological responses to difficulties and distress are understood by all members of a school community
Ensure that all pupils experience compassionate interactions in response to their difficulties and distress
Whole school:
Compassionate non-conformity to resist initiatives that may create experiences of difficulty or distress for any member of a school community
Develop a school ethos and culture of connection and positive interactions
Develop and embrace inclusive, nurturing communities where all members of a school community feel valued
Develop relational policies, pedagogy and practice
Minimise experiences of difficulty and distress in school
Offer early support for children experiencing difficulties or distress
Ensure that reasonable adjustments are made in all aspects of schooling for children with Special Educational Needs/ Disabilities including SEMH needs
Avoid the use of permanent exclusion
Systemic change
Remove permanent exclusion as an available option for any educational provider
Ensure inclusion is encouraged, recognised, and incentivised
Ensure systemic discrimination and inequitable Educational experiences are continually addressed
Recognise and celebrate the elimination of permanent exclusion
Ensure policy guidance encourages children’s self-regulation (physiological and emotional), autonomy and self-reflection rather than promoting compliance, coercion and control through consequences, sanctions and punishments
Ensure policy guidance recognises that experiences and context influence children’s behaviour
Facilitate a move away from competitive, comparative, meritocratic experiences towards compassionate, caring, and collaborative experiences
Ensure external quality assurance measures focus on children’s mental health and wellbeing
Ensure early recognition of additional learning needs leads to immediate support
Increase funding for within school and community initiatives that support the emotional wellbeing and mental health of all children at universal, group and individual levels
For information regarding IRCT’s campaigns take a look around our website and visit our Campaigns page.
If you are interested in becoming an IRCT Trustee or member please contact chair@irct.org.uk