The most recent school behaviour statistics from the Department for Education paint a stark and worrying picture. Exclusions and suspensions in England have soared to their highest levels since 2006. Paired with powerful personal stories and expert commentary, the data offers more than just numbers – it reveals a system increasingly strained by unmet needs, limited resources, and complex challenges both inside and beyond the school gates.
The Numbers Behind the Trend
In 2023/24:
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Suspensions reached 954,952, a 21% increase on the previous year.
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Permanent exclusions rose to 10,885, a 16% rise.
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Persistent disruptive behaviour was the most common reason for removal from class, accounting for:
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51% of suspensions
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39% of permanent exclusions
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These figures are not simply statistical anomalies. They represent real children being removed from classrooms at a rate not seen in nearly two decades.
The Age Factor: Not Just a Secondary School Issue
While secondary schools continue to account for 90% of suspensions, the growth in primary school exclusions is especially alarming:
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Over 100,000 primary-aged pupils were suspended.
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This marks a 24% increase from the previous year.
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In primary schools, a staggering 88% of excluded pupils were receiving special educational needs (SEN) support.
Research from the charity Chance UK shows that 90% of children excluded in primary school fail to pass GCSE English and maths. This raises serious concerns about long-term academic and life outcomes.
Behind the Data: Human Stories and Systemic Struggles
‘Sarah’ (a pseudonym) told the BBC about her six-year-old son in London who was suspended repeatedly for violent outbursts, despite showing signs of autism:
“Since he was three years old, my son has been labelled as the naughty and difficult kid when all he really needed was help.”
Her experience is a sobering example of what many parents face – delayed diagnoses, lack of early intervention, and schools forced to resort to exclusion when support fails to arrive in time.
Who’s Most at Risk?
The DfE data shows troubling disparities:
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Pupils with SEN are three times more likely to be suspended than their peers.
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Pupils on free school meals (FSM) make up 25% of the school population but account for 60% of suspensions.
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Roma children have the highest exclusion and suspension rates of any ethnic group.
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Year 9 pupils have the highest rates in secondary education.
Paul Whiteman of the school leaders’ union NAHT noted:
“The reasons for disruptive behaviour often lie beyond the school gates and have their roots in wider challenges, including everything from poverty to access to support with special educational needs and mental ill-health.”
Government Response and Policy Direction
The government has acknowledged the crisis and pledged targeted support:
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500 schools with the worst behaviour will receive intensive support through new attendance and behaviour hubs.
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Access to mental health support in schools is being expanded.
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Broader reforms in the SEND system are underway, including early support for speech, ADHD, and autism.
Stephen Morgan, Early Education Minister, said the new Labour government is prioritising root causes:
“We’re already putting in place better and earlier support… and listening to parents as we reform the SEND system.”
Final Thoughts: Time for a Rethink?
This is not just a story about poor behaviour. It is one about missed signals, underfunded support services, and reactive systems.
Suspensions and exclusions are sometimes necessary to protect safety and maintain order. But when nearly half of all suspensions involve children with additional needs – and a quarter are of children living in poverty – these figures suggest the system is punishing vulnerability.
The sharp rise in primary-age exclusions in particular should spark serious debate. Early intervention cannot wait until pupils are teenagers. As Chance UK director Sophie Schmal puts it:
“Early intervention has to mean early. We can’t wait until these children are teenagers to tackle this.”
Conclusion: From Crisis to Opportunity?
The rising figures may feel bleak, but they also create a vital opportunity – to invest earlier, listen harder, and build a school system that supports as much as it disciplines.
It is time to shift from exclusion to inclusion, and to see disruptive behaviour not simply as a problem to be removed, but as a signal of unmet need, stress, or struggle that calls for understanding and action.
Sources:
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Department for Education statistics (2023/24): Explore Education Statistics
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BBC News: “School exclusions in England reach highest level since 2006”
- The Guardian “Rise in school exclusions in England including among pupils six or younger”
