The proportion of secondary school pupils placed in “internal exclusion” as a disciplinary measure has almost trebled in three years, according to a new report.
It shows the proportion of secondary pupils removed from normal lessons went up from5% in the 2022-2023 academic year to 13% in 2025-26 – a 160% increase.
Poorer children are disproportionately affected, with more than one in five – 22% – disadvantaged youngsters taken out of lessons at least once in 2025-26, up from 8% three years ago – a 175% increase.
The figure for non-disadvantaged pupils was one in ten.
Children with SEND are also over-represented, with 18% of students with an EHCP removed from class at least once in 2025-26.
Damaging to mental health
Critics say that putting pupils into internal exclusion – which varies between schools but is sometimes described as an “isolation room” – can damage mental wellbeing and result in lost learning. Others say it is an effective tool in behaviour management.
The data was collected and analysed by Arbor, a management information system used by 13,000 schools across England and shared with the Guardian.
Fewer than 1% of primary pupils were internally excluded at least once in a year. In 2025-6 the number of under-11s affected was almost 5,000, though the real figure is likely to be significantly higher.
Internal exclusions require children to remain on site, and they are returned to their class at the end of the exclusion. While the government collects data on external exclusions and suspensions, it does not do so for in-school sanctions.
James Weatherill. Arbor’s CEO and co-founder, said: “Schools clearly need effective ways to respond when behaviour disrupts learning, and we know from schools that internal exclusion can be an important alternative to sending a pupil home.
But the scale of this increase, particularly among disadvantaged pupils, should prompt us to look more closely at what is driving it.”
Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said: “Internal exclusions are never used lightly but only after other avenues have been exhausted.
“They are a step short of an external exclusion and are designed to keep the student in school with appropriate learning support.”
Deeply embedded feature
Lily Wielar, researcher at the Education Policy Institute, said: “Classroom removal has become a deeply embedded feature of behaviour management in England’s secondary schools.
“We urgently need to know more about how classroom removal is being used, and to ensure that removed pupils have the same legal protections and transparency that apply elsewhere.”
Dame Rachel de Souza, children’s commissioner for England, said:“Excluding a child from the classroom can be necessary to protect other children, but every child should be supported to learn alongside their peers.
“Where that isn’t possible, children should still be receiving a high-quality education as part of internal exclusion – and I’m concerned that might not always be the case.”
