How to Support SEND Differences in Schools
30 May, 2025
Rethinking School Suspensions: Creating a More Inclusive Learning Environment for a Better Culture
30 May, 20251-2 minutes
In this blog, you will learn:
- The reasons why schools suspend students.
- The problem with traditional school suspensions and how they affect pupils’ futures.
- Common reasons for high numbers of school suspensions.
- Alternatives to school suspensions to help create a more inclusive learning environment and a better culture.
- Discover more about our education recruitment services.
Are school suspensions effective, or are they more damaging than they are worth? Is it time to rethink school suspensions and focus on creating a more inclusive learning environment with a better culture?
Suspensions may be temporary, but their impact can be long lasting and even permanent. According to GovUK, in the spring term of 2023/24, there was a 12% increase in the number of suspensions from the previous spring term. With the increasing rise in suspensions, it's important to consider how schools can tackle disruptive or challenging behaviour.
Throughout this blog, you’ll discover the reasons behind school suspensions and whether a different approach could create a more inclusive learning environment with better culture.
Why do schools suspend students?
Suspension is often used as a disciplinary measure to address specific behavioural issues and create a safe learning environment for all students.
Suspensions serve to remove students from the school setting for a specified period of time, allowing them time to reflect on their actions. In some cases school suspension is used not only to remove the pupil from the classroom, but to give Teachers, Teaching Assistants and students a break from bad behaviour or disruptive influences.
Students can be suspended from school for a variety of reasons including persistent disruptive behaviour, verbal or physical abuse towards others and issues related to bullying or other forms of harassment or misconduct. Failure to follow school rules can result in school suspension and even exclusion.
According to data by the Department for Education, secondary schools accounted for 87% of suspensions and the most common reason for both suspensions and exclusions was ‘persistent disruptive behaviour’.
The problem with traditional school suspensions
In the past, rather than educational settings addressing the underlying causes, pupils were often suspended from school for behaviours like disruption, disengagement or school avoidance.
Student behaviour can be impacted by a number of underlying factors including mental health, SEND and personal issues, to avoid bullies or facing the pressures of exams.
According to the Equality Act 2010, schools are not allowed to suspend or permanently exclude a pupil because they have a disability or additional needs the school cannot meet. However, it is often the most vulnerable students who find themselves being suspended or excluded from school when alternative options could be explored.
An EHCP Coordinator said, "Students with SEN are more likely to be permanently excluded for a number of reasons including the impact of past trauma or their specific needs and difficulty understanding or responding to certain situations.”
She added, “Many needs are not being met due to poor mental health, especially anxiety and SEMH.”
This disruption to learning can negatively impact student health and well being, as pupils suspended at least once during secondary school are 2.7 times more likely to receive health-related benefits by age 24.
How do school suspensions affect pupils’ futures?
Suspensions can impact a pupil's future by hindering academic achievements and potentially leading to employment challenges. According to the Education Policy Institute, suspended students are twice as likely to be Not in Education, Employment or Training (NEET) by age 24, meaning the outcomes for students who are suspended is poor compared to pupils who are not suspended.
Suspension can affect academic learning and opportunities for students to pursue their career goals. The Education Policy Institute also found that pupils with even one suspension are, on average, not achieving a standard pass in GCSE English and Maths. This can negatively impact their future and plans for high quality education.
With no Teacher around to reinforce the rules when students are suspended, they might not take responsibility for their choices and could return to the classroom, repeating their behaviour or lashing out in other ways. This prevents students from learning valuable lessons and skills that can help them reach their goals in the future.
When used too frequently as a punishment, suspension becomes ineffective and can result in exclusion which can jeopardise the futures of individual students as well as affect the entire school, communities and students’ families.
Exclusion and frequent suspension can send a message of intolerance and suggest to students and parents that schools remove the issue by removing the student, rather than understanding and addressing the root causes of their behaviour. This affects culture and inclusivity by reducing a sense of belonging and trust and reinforcing exclusion rather than support.
The rejection students experience in the classroom can lead to decreased self-esteem, disengagement from future learning and an increased likelihood of behavioural problems.
Common reasons for the high number of school suspensions
Finding the causes or stressors of specific behaviour can help create a culture of understanding, support and long-term positive change.
Many factors can contribute to the high number of school suspensions, including a lack of adequate support, limited specialist training for staff and insufficient access to qualified personnel, specialist schools or alternative provision to meet the needs of students with SEND.
Minority groups, people in poverty with a low household income and those with SEMH needs are more at risk of suspension than their peers. Limited access to resources, educational support and extracurricular activities can negatively impact a child's academic process and behaviour.
According to GovUK, the suspension rate for pupils eligible for Free School Meals was more than four times that of pupils who were not eligible, with rates of 8.16 and 1.98 respectively. Similarly pupils with SEND had higher suspension rates compared to pupils without SEND.
Schools, communities and the government need to work together to understand and respond to complex issues like disadvantage to tackle the high cases of school suspension and ensure the classroom is an inclusive learning environment.
By recognising that behaviour linked to SEND, SEMH or unmet needs cannot simply be dismissed or punished and that suspension isn’t the answer, schools can adopt more inclusive approaches that address underlying issues and drive lasting change.
Alternative to school suspensions
Breaking the culture of suspension isn’t easy, but finding alternative ways to discipline or get through to students can help build a more supportive school culture. Rethinking school suspensions means finding behavioural solutions to prevent it from recurring. There are many effective forms of school discipline that can help restore order, improve culture and create a more inclusive learning environment.
7 alternatives to school suspensions can include:
- A restorative conversation to help the student understand the harm done by their actions.
- School-based tasks such as handing out books, collecting worksheets or tidying the classroom to give students a sense of responsibility and contribution.
- Verbal warnings from Teachers to try and de-escalate the situation and reinforce disappointment in the students choices and behaviour.
- Loss of rewards or privileges such as unable to attend a school disco or go on a school trip.
- Creating an inclusive school environment and driving a sense of belonging, safety and positivity to ensure all students receive the right support.
- Time outs to give the student time to reflect, decompress and get back on track.
- Notifying parents as they may be able to intervene, help establish rules and reinforce respect.
How can alternatives to school suspensions help create a more inclusive learning environment and a better culture?
By prioritising school learning and promoting inclusivity rather than suspending students, schools can remove barriers to learning and provide an education that is appropriate to pupils’ needs.
Encouraging positive relationships between students and Teachers is crucial and teaching staff can help promote the acceptance and empowerment of all students regardless of behavioural issues, disabilities or additional needs. More opportunities for Teachers to communicate with students can help them tackle the high cases of school suspensions and exclusions.
Rethinking school suspensions and considering alternative ways to discipline pupils can be done by providing an education that is appropriate to pupils’ needs, offers equal opportunities and promotes the fulfilment of potential for all pupils.
By supporting attendance, especially for more vulnerable students who may have fewer protective factors than others, schools can ensure pupils feel seen, understood and valued. Alternatives to school suspensions can help schools and teaching staff identify key issues that cause disruptive behaviour and result in a more positive school culture.
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