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 who started Year 7 in 2006, found that approximately 16% of students were suspended at least once during their secondary school years. This high rate of suspensions is concerning, especially considering the long-term impact it can have on students‘ outcomes later in life.
One of the key findings of the report is that students who were suspended during secondary school were less likely to achieve Level 3 qualifications, such as A-levels, by the age of 19. Additionally, they were also less likely to attend university by the age of 24. These outcomes highlight the importance of addressing the factors that lead to suspension and providing support to students who may be at risk of being excluded from school.
The link between suspension and poor outcomes in adulthood is not direct, according to the research. Instead, it is influenced by students‘ attainment at GCSE level. Students who are suspended tend to have lower GCSE grades, which can limit their access to further education opportunities. This underscores the need for early intervention to support students who may be struggling academically or behaviorally.
The EPI report calls for action to address the root causes of suspension and prevent long-term consequences for individuals and society as a whole. The think tank recommends that the government develop a program to respond effectively to the behavior that leads to suspensions and invest in evidence-based interventions to support students who experience multiple suspensions.
Allen Joseph, a researcher at the EPI, emphasizes the importance of adequately resourcing schools, colleges, and other services to address the circumstances that result in suspension. He highlights the need for a more effective education system that prioritizes the well-being and success of all students.
Pepe Di’Iasio, from the Association of School and College Leaders, acknowledges the challenges that schools face in supporting students with behavioral issues. He calls on the government to provide necessary support to address these challenges before they escalate to the point of suspension.
Azmina Siddique, from The Children’s Society, raises concerns about the vulnerability of excluded children to exploitation. She emphasizes the need for schools to take a proactive approach to behavior management that prioritizes students‘ well-being and calls for stronger guidelines and funding for early intervention services.
In response to the report, a spokesperson from the Department for Education (DfE) acknowledges the shocking scale of disruptive behavior in schools and commits to addressing the root causes of poor behavior. The government is developing a strategy to reduce child poverty and break down barriers to opportunity, recognizing the importance of supporting students to succeed in education and beyond.
Overall, the findings of the EPI report highlight the urgent need for a comprehensive approach to addressing suspension and supporting students at risk of exclusion. By investing in early intervention, providing adequate resources to schools, and prioritizing students‘ well-being, we can create a more inclusive and supportive education system that sets students up for success in adulthood.