Research shows impact of suspensions on outcomes
Research published by the Education Policy Institute (EPI) examining the relationship between the number of suspensions, and outcomes for pupils, shows that pupils with SEND are more likely to be suspended multiple times. The ‘Outcomes for young people who experience multiple suspensions’ study involved the cohort of pupils in year 7 in 2014 through to their GCSE exams in 2019, reviewing suspensions and outcomes across this time frame. The report found that:
- Academic Lag: Pupils who had been suspended were found to be approximately 12 months behind their peers. On average, they did not achieve a grade 4 or above in GCSE maths and English.
- Overlap with Special Needs and Mental Health: There is a strong overlap between children being suspended and those diagnosed with special needs and mental health needs. Social, emotional, or mental health needs (SEMH) were the most common issue among suspended pupils.
- Recurring Absences: Children who were repeatedly absent were also more likely to be suspended.
- Importance of Early Interventions: The study emphasises the need for early interventions to reduce suspensions and improve educational outcomes.
Given that not achieving a grade 4 or above in English or maths restricts access to FE and other routes into work, this is another barrier for those with the most to gain from education.
The report recommends that:
- Schools should proactively identify those at risk of suspension and plan early intervention to reduce the need for suspension.
- Schools and colleges must be equipped to recognise pupils with mental health and other additional needs.
- The Department for Education (DfE) should work with Ofsted to ensure that pupils who are suspended have access to high quality education
- More research is needed to understand the drivers behind the recent rise in suspension rates in secondary school.
