More suspensions and exclusions mean more children at risk of violence

Last week, the Department for Education (DfE) published new data on suspensions and permanent exclusions in England for the 2023/24 academic year. Worryingly, both have risen to record highs — the number of suspensions are up by 21% and permanent exclusions by 16% compared to the previous year. Around one in ten children are now temporarily suspended during the school year – the highest rate since at least 2006/07.

Children who are repeatedly suspended or excluded often miss significant time in school and are at greater risk of becoming involved in violence. 

The figures are stark: 

• 168,919 children were suspended more than once – around half of all children suspended.  
• 109,277 children were suspended 3 or more times – around a third of all children suspended 
• 130,516 children missed 5 days or more of school due to suspension – representing around four out of ten children suspended.   
• 56,735 children missed more than 10 days or more due to suspension.  

Unfortunately, these numbers are going in the wrong direction.  Our recently published Secondary Data Analysis project shows that suspensions, exclusions and absences increase the risk of later involvement in violence, even once other contextual and risk factors are accounted for.  

As a former school leader, I know that the decision to suspend or exclude is an extremely challenging one and it’s not that taken lightly. It may be that Headteachers are taking the appropriate course of action in many circumstances, however, it’s important to consider what we can do as a sector to prevent this continued trend of more suspensions, more exclusions, and more children at risk of involvement in violence. 
 
Assault, verbal abuse, use or threat of use of an offensive weapon and any other form of threatening behaviour towards an adult or a child make up a combined 41% of the reasons for suspension. Sadly, the pathway to perpetrating violence is often littered with warning signs and intervention opportunities missed. We must address the root causes and intervene earlier, to keep children in education, provide them with trusted adults and develop their social and emotional skills. 
 
Read more about these approaches in our education practice guidance. 
 
Similar to cautions and custody following violent crimes, suspensions and exclusions are processes which respond to or address incidents and issues after they’ve occurred. As well as responding to what is happening in our classrooms, corridors and campuses, we also need to be proactive in putting in place systems and support which reduce risk and prevent children becoming involved in violence. 
 
If you’re a school leader, wrestling with the issues of exclusion, suspension and children’s involvement in violence we have a helpful resource to help you to reflect and move forward. 

To review your practice based on the evidence of what works to prevent children’s involvement in violence complete the Education Practice Insight Creator self-assessment. 
 

Data source: ‘Suspensions and permanent exclusions in England‘.