Children with SEND, or who come from disadvantaged backgrounds, are more than twice as likely to be suspended from school as their peers.
Research from the University of Manchester found that school suspensions were associated with a complex combination of socio-economic disadvantage, special educational needs, peer relationships and pupils’ experiences of school.
The findings suggest that suspension should not be viewed solely through the lens of individual pupil behaviour, but in the context of the wider circumstances and relationships surrounding young people.
If we want to reduce suspensions, we need to look beyond disciplinary responses and consider what support young people may need
The analysis also identified a number of factors associated with lower suspension risk, including pupils feeling that they belonged at school, being satisfied with their academic attainment, having positive relationships with school staff and having stronger emotion regulation skills.
By contrast, higher levels of peer pressure, experiences of bullying, and recent substance use were associated with an increased likelihood of suspension.
The study analysed survey responses from more than 19,000 secondary school pupils linked to administrative records across Hampshire & Isle of Wight, to examine a wide range of factors associated with whether pupils were suspended and how often suspensions occurred.
The pupils most at risk
The study found that those most at risk were pupil receiving support for a SEND, including having an EHCP.
Young people eligible for free school meals were nearly two and a half times more likely to be suspended than those who were not eligible.
Meanwhile, those reporting higher levels of peer pressure and experiences of bullying victimisation were more likely to be suspended, while those who had used substances were three times more likely to be suspended – partly because substance use is itself direct grounds for suspension under DfE guidance.
Preventing suspensions
Better school belonging, satisfaction with academic attainment and positive relationships with school staff were all associated with lower odds of suspension.
Stronger emotional regulation was also associated with lower suspension risk.
The research used data from the #BeeWell programme, a youth wellbeing measurement programme led by the university, in collaboration with Anna Freud, a children’s mental health charity, and the Gregson Family Foundation.
The #BeeWell survey captures young people’s wellbeing alongside factors that can influence it, including school experiences, health behaviours, peer and family relationships and neighbourhood characteristics.
Dr Stephanie Cahill, the head author of the study, said: “Our findings show that suspension is not simply about what happens in an individual classroom or about a young person’s behaviour in isolation.
“Pupils’ experiences of disadvantage, their relationships with peers and staff, their sense of belonging and their additional educational needs all form part of a much more complex picture.
“This suggests that if we want to reduce suspensions, we need to look beyond disciplinary responses and consider what support young people may need to remain engaged with school.”
Researchers said the findings highlight the importance of early intervention and preventative support, particularly for pupils experiencing disadvantage or additional educational needs.
The study also highlights the importance of understanding the different pathways that can lead to suspension– a one-size-fits-all approach is unlikely to work for all pupils.
