Morpeth School in Bethnal Green, east London, has been at the forefront of efforts to reduce suspensions and exclusions among its students, particularly in the wake of the disruptions caused by the Covid-19 pandemic. Headteacher Jemima Reilly has long been concerned about the negative impact of suspensions on students‘ learning and well-being, prompting the school to collaborate with The Difference, an organization dedicated to promoting inclusion and improving outcomes for vulnerable pupils.
One of the key strategies employed by Morpeth in partnership with The Difference is the implementation of training courses for school leaders aimed at deescalating behavior issues that often lead to suspensions and exclusions. By focusing on strengthening students‘ sense of belonging and improving attendance, the school has seen a significant reduction in its suspension rate, which now stands at 5.7% compared to the national average of 9.3%.
Central to Morpeth’s success has been its emphasis on building strong relationships between students and all school staff, not just teachers. The introduction of small „coaching circles“ comprising students from different year groups has provided a supportive environment for struggling students and fostered a sense of community within the school. This approach, known as „relational practice,“ has helped create a more inclusive and supportive school culture.
While Morpeth still resorts to suspensions in some cases, the overall trend has been a decline in the number of students being excluded from school. Reilly acknowledges the challenges posed by the post-Covid landscape, particularly among younger students who may have missed out on crucial social and educational experiences during lockdowns. The school has responded by providing additional support services, including teaching assistants, educational psychologists, and mental health counselors, to address the diverse needs of its student population.
In light of the broader trend of rising suspensions across England, Reilly and her team are committed to finding alternative approaches that prioritize inclusion, equity, and second chances for students. By avoiding a „tariff-based“ response to behavior incidents and focusing on preventative measures, Morpeth aims to create a more supportive and nurturing environment for all students.
Kiran Gill, founder of The Difference, emphasizes the importance of addressing the long-term consequences of lost learning due to suspensions, particularly for vulnerable children who are most at risk of falling behind. By working collaboratively with school leaders like those at Morpeth, The Difference seeks to identify effective strategies for reducing suspensions and improving outcomes for all students.
In conclusion, Morpeth School’s proactive approach to reducing suspensions and exclusions serves as a model for other schools grappling with similar challenges. By prioritizing relationships, support services, and inclusive practices, Morpeth has demonstrated that a holistic approach to behavior management can lead to positive outcomes for students and the school community as a whole.