Should schools exclude children?
School exclusions contribute to inequality among young people
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Excluding a child from school is a last resort when behaviour management has failed. Exclusion from school is not only stressful and isolating for children when it happens, but affects their physical and mental health well into adulthood.
In the United States, school exclusion rates have declined over a 40-year period, but there are marked disparities across ethnicity and disability status. Similar disparities were evident in a population-based Australian sample. In England, however, the number of school exclusions is increasing: in the 2023/24 academic year, 10,900 young people were permanently excluded from school, a 16% increase from the year before. Why is this figure rising, who is most affected, and how can adults best support young people at risk of exclusion?
Who gets excluded from school?
Marginalised young people are disproportionately permanently excluded from school. Children with special educational needs, children who are eligible for free school meals because of their family’s financial situation, young people from minoritised ethnic backgrounds, and those with mental health difficulties are all more likely to be excluded than their peers. This is likely due in part to systemic barriers affecting people with disabilities, and institutional racism.
“Marginalised young people are disproportionately permanently excluded from school.”
A recent analysis of data from England found that young people with special education needs were most likely to be excluded. This finding sparked an in-depth investigation into this group’s experiences, conducted through interviews. Many excluded young people with special educational needs blamed themselves, regularly describing themselves as “naughty”. They also experienced hostility from teachers. One young person reported that no one had believed they had ADHD, and that it had taken years to get a diagnosis. Only their parent advocated for them. It became apparent through these interviews that there can be a mismatch between students’ needs and what schools are able to provide.
The increase in exclusions coincides with rising inequality in society. Global economic inequality is increasing, as is the need for neurodevelopmental and mental health support in England and across Europe. At the same time, schools are having to adjust to changes to education care plans and cuts to core funding, risking further inequality for those who need additional support. Experts also suspect that missed schooling during the COVID-19 pandemic has contributed to the increasing number of exclusions. Comprehensive research is needed to assess the impact of these potential factors on the rising rates of school exclusion.
What might stop school exclusions?
The Excluded Lives project at the University of Oxford and Together For Children with the University of Sunderland have recommendations for caregivers, schools, and governments. They advocate for targeted funding, improved training in inclusive practices to reduce systemic bias in schools, and better communication among community support services, families, and schools. A meta-analysis of 37 studies testing the impact of interventions to reduce school exclusions echoed these suggestions, finding that mental health support, mentoring, teacher training, and improving academic skills all reduced exclusions.
If caregivers are concerned their child is at risk of exclusion, identifying needs early could help reduce that risk. Caregivers should keep in regular and clear communication with the school, if possible, and request a contact number for support services in the local area. Parents in England have the right to challenge their child’s exclusion and ask for an independent review.
“It is important to identify needs early and to centre inclusive practices at the day-to-day and institutional levels.”
Vulnerable young people are being failed by the education system. Close monitoring, person-centred care, and holistic communication among young people, caregivers, schools, and local support services could stop exclusions from happening. To ensure that young people’s needs are met, it is important to identify needs early and to centre inclusive practices at the day-to-day and institutional levels. All children should be able to enjoy a safe, stable educational experience in school.
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