England’s schools are facing increased scrutiny following the release of government data showing a significant rise in suspensions and permanent exclusions. The Department for Education reported that nearly 300,000 pupils were suspended during the spring term of 2023/24, representing a 12% increase compared to the previous year. This surge in suspensions marks a 93% rise since spring 2019, when the number stood at 153,465. Additionally, permanent exclusions also saw an uptick, climbing from 3,039 to 3,107, a 2% increase.
Jason Arthur, chief executive of Lewis Hamilton’s charity Mission 44, expressed concern over the growing number of students missing out on learning opportunities due to suspensions and exclusions, particularly affecting vulnerable learners facing disadvantage or discrimination. The predominant reason cited for both suspensions and permanent exclusions was «persistent disruptive behavior,» though many in the education sector argue that these figures reflect deeper issues stemming from post-pandemic pressures.
Campaigners and unions have raised alarms over the situation, emphasizing the critical importance of providing young people with uninterrupted access to quality education. Pepe Di’Iasio, head of the Association of School and College Leaders, stressed the need for early intervention strategies rather than relying on exclusions as a quick fix. Paul Whiteman from the National Association of Head Teachers echoed this sentiment, attributing the rise in disruptive behavior to factors like poverty, the cost of living crisis, and the lingering effects of the pandemic.
Steve Haines, a charity director, highlighted the stark reality of over 295,000 suspensions, underscoring the inadequacy of the current school system in supporting all students, with disadvantaged youth being disproportionately affected. Education Minister Stephen Morgan acknowledged the systemic issues at play, pledging to implement a «Plan for Change» that includes the deployment of mental health professionals in every school, enhanced support for students with special educational needs and disabilities (SEND), and the expansion of free breakfast clubs. These measures aim to address the underlying causes of poor behavior and improve the overall learning environment for students.
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