Pupils with SEND are more than twice as likely to be put in isolation as a sanction in schools than many of their peers, according to a report from Manchester University.
It found that children placed in ‘isolation rooms’ were losing learning time, feeling cut off from their peers and suffering damage to their mental health and wellbeing.
The study, published in the British Educational Research Journal, is the first large-scale investigation into internal exclusion in England and reveals that the practice is far more common – and harmful – than many parents or school leaders may have thought.
Isolation – also known as internal exclusion – involves removing a pupil from class for disruptive behaviour and making them work alone or in silence in a separate room. Unlike suspensions or permanent exclusions, there are no national rules on how isolation should be used, or for how long.
The need for alternative approaches
The research is part of the #BeeWell programme, a major study of young people’s wellbeing in Greater Manchester, Hampshire, Isle of Wight, Portsmouth and Southampton, funded by The University of Manchester and partners including The National Lottery Community Fund.
Researchers want their findings to prompt a debate among teachers, policymakers and parents about how schools can support pupils to achieve and flourish using alternative approaches to managing their behaviour.
The team of experts analysed survey data from the #BeeWell programme which included more than 34,000 pupils at 121 mainstream secondary schools across Greater Manchester.
Their key findings include:
- One in 12 pupils – 8.3% – reported being placed in isolation at least once a week
- The average time spent in isolation was 8.5 hours a week – more than a full school day
- Even after accounting for behavioural difficulties:
– Children with recognised special educational needs (an Education, Health and Care plan) were more than twice as likely to be in isolation
– Children on Free School Meals were more than one and a half times more likely to be in isolation
– Children who identified as LGBTQ+ were nearly twice as likely to be in isolation
– Black, Asian and mixed heritage children were more likely to be in isolation than their White British peers
- Isolated pupils reported reduced belonging, poorer relationships with teachers, and (for girls) lower levels of mental wellbeing than a very closely matched sample of their non-isolated peers
- Schools with higher rates of suspensions also tended to isolate more pupils, undermining the idea that internal exclusion prevents more serious sanctions.
Intervention before escalation
Kiran Gill, CEO of The Difference education charity, which focuses on increasing inclusion, said: “What’s needed is more research and practice-sharing on effective ways to set up internal spaces that are diagnostic, supportive and get children back to class as soon as possible.
“The Difference is working with schools across the country to better measure inclusion, and to set up spaces internally to support young people in crisis before their challenges escalate.”
Professor Neil Humphrey, #BeeWell lead at Manchester University, said “We know schools face huge pressures in managing behaviour, but our evidence suggests isolation is not the solution.
“We need investment in positive behaviour support, restorative approaches and better mental health provision – strategies that keep children connected to their learning and their school community.”
Lead author, Dr Emma Thornton added: “Internal exclusion is happening every day in classrooms across England, yet it is largely hidden from view.
“We know that it can provide an effective short-term solution for teachers dealing with disruption in their class, who want to create the conditions for all pupils to thrive. But our findings show that it is disproportionately applied to young people most in need of support, and leads to lost learning, weaker connections with teachers, and in some cases poorer mental health.”
