Link between suspensions and lower grades shown

The Education Policy Institute has released a report, looking at the relationship between the number of suspensions or temporary removals in secondary school and outcomes for pupils in England.

The report found that pupils with even one suspension are, on average, not achieving a standard pass in GCSE English and maths.

Pupils with multiple suspensions have poorer education outcomes. Suspended pupils are, on average, approximately 12 months behind their not-suspended peers and are not achieving a standard pass in GCSE English and maths. This association persists after controlling for a wide range of student and school characteristics.

The proportion of pupils identified with special education needs or disabilities (SEND) increases in line with the number of suspensions. Pupils suspended ten times were almost three times as likely to be identified with SEND as pupils who were suspended once. Of all SEND types, social, emotional, or mental health needs (SEMH) were the most common amongst suspended pupils.

Multiple suspensions are a risk factor for permanent exclusion. Pupils suspended ten times were 15 times as likely to be permanently excluded compared to pupils who were suspended once.

By the time they sit their GCSEs, pupils with multiple suspensions are less likely to be in a mainstream school and more likely to be in alternative provision (AP). Pupils suspended ten times or more were almost 15 times as likely to finish secondary school in alternative provision compared with pupils who were suspended once.

Worryingly, separate survey evidence shows that many teachers do not feel equipped to support pupils with additional needs in their classroom.

The Education Policy Institute studied a cohort of 585,827 pupils who were registered in a state school in year 7 in 2014, following their time through secondary school until they sat their GCSE exams in 2019.

The report recommends that schools should proactively identify those at risk of suspension and plan early intervention to reduce the need for suspension. This could include seeking and using all available information on children across school phases, including prior attainment in Year 6, SEND status including for those without an EHCP, attendance history, and previous disciplinary action.

Schools and colleges must be equipped to recognise pupils with mental health and other additional needs. Given the link we found between social, emotional, mental health needs and suspensions, it is vital that schools have sufficient resources and teachers are equipped with the skills to recognise mental distress and be able to work closely with healthcare professionals, so pupils are referred on to appropriate services and receive effective support. This could be enabled by the Mental Health Support Teams which are currently being rolled out across the country.