Improving provision for pupils outside mainstream education ought to be a top priority
The doubling in the rate of children suspended from school in England since before the pandemic provides alarming evidence of worsening problems with behaviour and lack of in-school support. Persistent disruption was the reason most often cited in figures covering last spring, followed by physical assault against another pupil. The steep rise in suspensions of four- and five-year-olds is a particularly alarming trend, with 10,256 primary-age children suspended for assaulting an adult.
Being out of school is associated with a range of adverse experiences and outcomes, the vast majority of those affected being boys. Pupils with special educational needs and disabilities (Send) and those eligible for free school meals are at disproportionate risk, as are black Caribbean boys and those from some other minority ethnic groups. For this reason, a broad consensus supports the view that exclusions, especially permanent ones, should be avoided whenever possible. The rise in the rate of suspensions, from 1.62% in 2016‑17 to 3.13% last year, points to something going badly wrong.
