Data reveals nearly 300,000 suspensions in one term as concerns grow over support for students
The number of school suspensions and permanent exclusions in England has surged, according to newly released data from the Department for Education (DfE), painting a concerning picture of the state of behaviour and support systems within schools.
Figures from the Dfe show that there were 295,559 suspensions in the spring term of 2023/24, marking a 12% rise from the same period in 2022/23, when 263,904 suspensions were recorded. Permanent exclusions also edged up to 3,107, up from 3,039 a year earlier—a 2% increase.
Perhaps even more concerning is the long-term trend. Suspensions in spring 2024 were up 93% compared to spring 2019, when just 153,465 suspensions were logged.
Despite this year-on-year rise, the figures showed a termly drop, with both suspensions and exclusions lower in spring 2024 than they were in autumn 2023, when there were 346,279 suspensions and 4,168 permanent exclusions. According to the DfE, this seasonal drop is expected, as permanent exclusions tend to peak in autumn.
The leading cause of both suspensions and exclusions continues to be persistent disruptive behaviour. While schools strive to foster safe and effective learning environments, such behaviour remains a barrier to both students’ education and teacher wellbeing.
Education leaders and charities have raised red flags, calling for urgent action and investment to address underlying causes.
Steve Haines, director of public affairs at Impetus charity, highlighted the disparity faced by disadvantaged children: “Over 295,000 suspensions and 3,000 permanent exclusions in spring of last year is a stark warning: our schools are not set up to support the needs of all students.”
“Young people from disadvantaged backgrounds in particular are four times more likely to be suspended and five times more likely to be excluded than their better-off peers, with knock-on effects that can impact the rest of their lives.”
Paul Whiteman, general secretary of the NAHT, underscored the broader challenges facing pupils and schools: “The poor behaviour that leads to suspension and exclusion often has causes outside the classroom, with big challenges facing children and families, including poverty, the cost-of-living crisis, accessing wider services for Send support, and some lingering impact of the pandemic.”
“Schools can’t do it on their own. To avoid suspension and exclusion, they need funded, specialist help to meet every child’s needs.”
Pepe Di’Iasio, general secretary of the Association of School and College Leaders (ASCL), called for stronger early intervention strategies: “These figures show that the rate of suspensions and exclusions is still worryingly high.”
“Young people only have one chance at a good education, and leaders and teachers are all too aware that missing out on time in the classroom is damaging to their attainment and future prospects.”
Stephen Morgan, Minister for Early Education, pointed to wider reforms under the government’s Plan for Change, aimed at reversing these worrying trends.
“Suspensions and permanent exclusions continue to creep up, costing all children and young people – and those with Send in particular – precious time at school and hampering their life chances.”
He added that the government is investing in early support: “We are turning the tide on the underlying causes of poor behaviour by providing access to a specialist mental health professional in every school and ensuring earlier intervention for pupils with Send.”
The Minister also noted the rollout of free breakfast clubs in 750 schools, which he said had been shown to improve “attendance, attainment and behaviour.”
The rise in suspensions and exclusions across England is a stark reminder of the pressing issues facing the education system. While efforts are being made to address behavioural challenges and support students earlier, education leaders are unanimous in calling for more resources, specialist services, and long-term investment.
To truly tackle the issue, schools must be empowered with the tools and funding needed to understand and support every pupil—not just react when problems escalate.
