Suspensions and permanent exclusion

Suspensions and exclusions

Children and young people who have been suspended and/or excluded are likely to have complex needs.

Exclusion can abruptly end friendships, trusting relationships with key adults in school and can reinforce a negative self-image. Children and young people who are suspended and/or excluded may experience both short term and long term difficulties with their social, emotional and mental health. They may also struggle to make expected academic progress and therefore, may struggle to gain relevant qualifications in order to access further education, employment or training.

Suspension and exclusion results in disruptions within education and can contribute to difficulties for children and young people reintegrating socially and academically back into educational settings. Children and young people who are suspended from school can be absent for significant longer periods than the parameters of their exclusion. Suspensions, exclusions, accessing alternative provision and changes to school placement are often linked to additional periods of reduced or non-attendance.

I got a lot of bullying and I was often the one that was excluded; no one knew it was the other person's fault (young person).

“He actually liked the exclusion. It was a two-day internal exclusion in their annex so it was quiet; he got to do the work he wanted to do. I think that the teachers talked to him a bit more because there were less people in the annex. So he did those, and then he's like, I can't go into the main school, I just can't do it” (parent).

“He doesn't want to be in school. So if they say, well, you're suspended, he'd be like, brilliant” (parent).