Young people who were suspended at least once while at secondary school in England face significant challenges in their transition to adulthood, according to research conducted by the Education Policy Institute (EPI) thinktank. The study found that these individuals are twice as likely to be out of education, employment, or training by the age of 24 compared to their peers who were not suspended. Additionally, they are less likely to achieve level three qualifications such as A-levels and pursue higher education opportunities.
The negative impact of suspension on young people’s outcomes persists as they get older, with those who were suspended being 2.5 times more likely to receive unemployment benefits and three times more likely to receive health-related benefits by the age of 24. This highlights the long-term consequences of disciplinary actions taken during secondary school years.
The increase in suspensions among secondary school students in England, as indicated by government statistics, is a concerning trend that has been exacerbated by behavior problems following the pandemic. The EPI report commissioned by the youth education charity Impetus sheds light on the detrimental effects of repeated suspensions, with pupils suspended 10 times or more experiencing outcomes as poor or worse than those who are permanently excluded from school.
The EPI study tracked a cohort of 576,000 students who started year 7 in 2006, following their educational journey through state secondary school and monitoring their use of state welfare into their mid-20s. Approximately 16% of pupils in the study were suspended at least once during their secondary school years, highlighting the prevalence of this issue.
While the EPI acknowledged the limitations of its findings, emphasizing that they show „strong associations“ rather than a definitive causal relationship, the research underscores the importance of academic achievement in mitigating the negative impact of suspension on young people’s future outcomes. The link between suspension and adult outcomes may be indirect, with lower GCSE grades limiting access to further education opportunities.
As students in England prepare to receive their GCSE results, the implications of suspension on academic achievement and long-term prospects are particularly relevant. Allen Joseph, a researcher at the EPI, emphasized the need for adequate resources and support for schools, colleges, and other services to address behavioral issues before they escalate to the point of suspension.
Education leaders, including Pepe Di’Iasio of the Association of School and College Leaders and Paul Whiteman of the National Association of Head Teachers, underscored the importance of providing support to schools to address behavioral problems effectively and prevent the need for suspensions. They highlighted the critical role of vital services such as children’s social care, mental health services, and behavior support teams in supporting schools and students.
In conclusion, the research findings highlight the far-reaching consequences of suspension on young people’s educational attainment, employment prospects, and overall well-being. Addressing behavioral issues early and providing comprehensive support systems are essential in ensuring positive outcomes for all students, regardless of their disciplinary history.