Young people who are suspended from secondary school face significant challenges in their transition to adulthood, according to a recent report by the Education Policy Institute (EPI). The report suggests that students who experience suspension during their secondary school years are twice as likely to be out of education, employment, or training in early adulthood compared to their peers who were not suspended.
The study, which followed a cohort of 576,000 state school pupils in England from Year 7 in 2006 to early adulthood at the age of 24, found that approximately 16% of students were suspended at some point during secondary school. These suspended students were more likely to have poor outcomes in their education and career paths.
One of the key findings of the report is that students who were suspended at least once during secondary school were 2.1 times more likely to not achieve Level 3 qualifications, such as A-levels, by the age of 19. Additionally, they were 1.6 times more likely to not attend higher education by the age of 24. The research also highlighted the role of GCSE attainment in the relationship between suspension and long-term outcomes.
The significant increase in the number of pupil suspensions in England, as reported by the Department for Education, has raised concerns about challenging behavior in classrooms, particularly following the disruptions caused by the Covid-19 pandemic. The rise in suspensions underscores the need for early intervention and support for students who may be struggling in school.
The EPI report calls for the government to develop a program of work to address the factors leading to suspensions and to support students who experience multiple suspensions. It emphasizes the importance of understanding the drivers behind the recent increase in suspensions and the need for evidence-based strategies to support at-risk students.
Carlie Goldsmith, senior policy advisor at Impetus, stressed the importance of supporting students who are struggling to engage in mainstream education and ensuring they achieve crucial qualifications like GCSEs. Lowering exclusion levels, she argued, would not only benefit individual students but also contribute to a more effective education system overall.
Pepe Di’Iasio, general secretary of the Association of School and College Leaders, highlighted the challenges faced by schools in addressing behavioral issues that may lead to suspensions. He emphasized the need for adequate support from the government to address these issues before they escalate to the point of suspension.
Azmina Siddique, policy and public affairs manager for risk and exploitation at The Children’s Society, pointed out the vulnerability of excluded children to exploitation and the need for a proactive approach to behavior management in schools. She called for stronger guidelines and more funding for early intervention services to support students at risk of exclusion.
In response to the report, a spokesperson for the Department for Education acknowledged the shocking scale of disruptive behavior in schools and outlined the government’s commitment to addressing the root causes of poor behavior. Initiatives such as providing access to mental health professionals in schools and free breakfast clubs aim to support students and reduce barriers to opportunity.
Overall, the findings of the EPI report highlight the long-term consequences of school suspensions on students‘ education and future prospects. By addressing the underlying issues that lead to suspensions and providing targeted support for at-risk students, schools and policymakers can help ensure that all young people have the opportunity to succeed in education and beyond.