Pupils in England who are suspended at least once during secondary school are facing poor outcomes in their early adulthood, according to a recent report by the Education Policy Institute (EPI). The study, commissioned by charity Impetus, found that students who experience suspension during their secondary school years are less likely to achieve Level 3 qualifications or attend university.
The alarming findings come in the wake of record-high suspension rates in England, with the Department for Education (DfE) reporting a 36% increase in suspensions from the previous academic year. The rise in suspensions has been attributed to challenging behavior in classrooms following the disruptions caused by the Covid-19 pandemic.
The EPI research, which followed a cohort of 576,000 state school pupils in England from Year 7 in 2006 through early adulthood, revealed that approximately 16% of students were suspended at some point during their secondary school years. The study found that students who were suspended at least once during secondary school were twice as likely to not be in sustained education, employment, or training at the age of 24 compared to their non-suspended peers.
Furthermore, suspended students were 2.1 times more likely to not achieve Level 3 qualifications by the age of 19 and 1.6 times more likely to not attend higher education by the age of 24. The research highlighted the significant role that GCSE attainment plays in the relationship between suspension and long-term outcomes, suggesting that lower GCSE grades may limit access to further education opportunities.
As students in England, Northern Ireland, and Wales await their GCSE results, the EPI has called for early intervention to address the underlying factors that lead to suspensions. The think tank emphasized the importance of developing strategies to support students who experience multiple suspensions and conducting further research to understand the drivers behind the recent rise in suspensions.
Allen Joseph, a researcher at the EPI, underscored the need for adequate resources to address the circumstances that result in suspensions, emphasizing the long-term consequences for individuals and society as a whole. Carlie Goldsmith, a senior policy advisor at Impetus, stressed the importance of supporting students struggling to engage in mainstream education and achieving crucial qualifications.
Pepe Di’Iasio, general secretary of the Association of School and College Leaders, acknowledged the challenges faced by schools in addressing behavioral issues that lead to suspensions. He called for the government to provide necessary support to schools to prevent behavioral problems from escalating to the point of suspension.
Azmina Siddique, from The Children’s Society, highlighted the vulnerability of excluded children to exploitation and emphasized the need for a proactive approach to behavior management that prioritizes students‘ well-being. She called for stronger guidelines for schools and increased funding for early intervention services to ensure that every child has the opportunity to succeed in school.
In response to the concerning figures on school suspensions, a DfE spokesperson outlined the government’s commitment to addressing the root causes of poor behavior through initiatives such as providing access to mental health professionals in schools and implementing strategies to reduce child poverty. The government aims to break down barriers to opportunity and support students in achieving positive outcomes in education and life.
Overall, the research findings underscore the importance of addressing behavioral issues early on to prevent long-term negative consequences for students and society. By investing in early intervention and support services, schools can help students overcome challenges and achieve success in their education and future endeavors.