Young people suspended at secondary school are twice as likely to be out of education, employment or training, new report finds

EPI said the association between suspension and outcomes in adulthood may be indirect, accounted for by lower GCSE grades which limit opportunities for higher study.

The new research builds on a previous report published in March by the EPI and Impetus, which found a ‘suspension grades gap’, showing young people experiencing suspension are less likely to pass crucial maths and English GCSEs than their peers.

Today’s research includes a new analysis of state welfare use by young people who have experienced suspension, exploring the receipt of out-of-work benefits and health-related benefits by age 24, using new data linking pupils’ education and state-welfare records.

Although the analysis cannot distinguish between the impact of the behaviour leading to the suspension and the suspension itself, addressing the root causes of suspension through a focus on early intervention will likely be key to improving outcomes for these young people.

Allen Joseph, researcher in early years, inequalities and wellbeing at the EPI, said: “Our latest analysis shows that pupils who are suspended during secondary school are not only less likely to achieve good grades at GCSE but also tend to have poorer education, occupation, and health outcomes in adult life.”

“Given these poor individual-level outcomes and wider societal costs, it is imperative that schools, colleges, and wider services are adequately resourced to address the circumstances and respond to the behaviour that resulted in the suspension.

“In order to inform more effective interventions that can alter the poorer long-term trajectories experienced by these young people, future research should seek to better understand how to respond to behaviour in a way that reflects the evidence on in-school and out-of-school drivers, how to best support pupils who receive multiple suspensions, and the factors driving the recent rise in the use of suspensions.”

The EPI has made the following recommendations:

– Given the long-term consequences for the individual and the wider costs to society of suspension during secondary school, there is an urgent need for early intervention to address the factors leading to suspension. The Department for Education (DfE) should consider conducting a programme of work which sets out how to best respond to behaviour that reflects the evidence on in-school and out-of-school drivers. These programmes should be monitored and evaluated to ensure that they are effective

– The DfE should develop the evidence base on what works to support pupils who experience multiple suspensions. Existing guidance provides little direction on how to effectively support pupils experiencing repeated suspensions beyond a recommendation to implement ‘additional strategies’

– Future research should continue to better understand the causes of suspensions and permanent exclusions

– Future research should aim to understand outcomes for the peers of pupils who are suspended. Much research has focused on the outcomes for pupils who are excluded rather than those of their peers

– Future research should also explore protective factors that enable some suspended pupils to succeed in later life. Although suspended pupils on average experience poorer outcomes, it is worth acknowledging that some do go on to achieve favourable results