Schools urged to rethink suspensions

The UK government is updating school discipline guidance in England. It suggests that suspensions are used only for the most serious pupil behaviour, such as violence or severe misconduct. For less serious bad behaviour, schools will be encouraged to use internal exclusions. This includes structured, supervised learning away from peers instead of sending pupils home.

Officials argue this keeps students learning and prevents them having unsupervised access to mobile phones and social media during suspensions. Headteachers will still have flexibility, and the most serious cases can still lead to traditional suspension.

The change will be included in an upcoming schools white paper. The white paper also proposes greater inclusion of children with special educational needs in mainstream classrooms.

Some educators support clearer expectations around internal exclusions. However, concerns remain that reducing suspensions could weaken their deterrent effect or be inconsistently applied.

The reforms respond to record high suspension levels in recent years. The government’s goal is to balance discipline with educational engagement and inclusion.

Commenting on the new framework, Paul Whiteman, general secretary of school leaders’ union NAHT, said:

“Suspensions are nearly always a last resort and only used by schools when other responses have been tried first, or when the behaviour in question is serious enough to warrant such a response. Schools work incredibly hard to minimise suspensions.

“It is reassuring to note that it will still be down to head teachers to decide what form suspensions take as they know their schools and pupils best. They will know best what response is likely to have the best impact.

“Many schools already use internal suspensions as one of their tools for managing unacceptable behaviour and this framework could bring more consistency across schools. However, any suggestion that this should become the default position for all suspensions raises a range of important questions, including how schools will be able to supervise those and whether or not all schools have space to make that work.”

While the government’s proposed framework aims to reduce exclusions and keep pupils engaged in education, its success will ultimately depend on whether schools are given the resources, space and autonomy needed to apply internal suspensions consistently and effectively without undermining behaviour standards.