Reducing the impact of exclusions on Creating Value In Schools

Behaviour

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Top takeaway

Students, parents and teachers want to have a nuanced conversation about reducing the need for, and the use of, exclusions. There is a consensus of opinion around worsening behaviour in school, as well as a recognition that exclusion is a necessary tool of last resort.

More detail

The report Nothing Happens In Isolation: Teacher, young people and parent perceptions of school exclusion is a collaboration between Mission 44 and Public First. The researchers polled and interviewed teachers, pupils and members of the public.

The impact of exclusion

The report points out that excluded children are more likely to be vulnerable or disadvantaged: children eligible for free school meals (FSM) are four times more likely to be suspended and five times more likely to be expelled than their peers.

Furthermore, children who are excluded have significantly poorer outcomes than their peers in academic, social, economic and health terms. They are less likely to achieve a standard pass in GCSE English and maths.

There’s also a financial impact: each excluded child costs the government an average of £170,000 in alternative provisions, amounting to £1.6 billion for the 2022/23 cohort.

A complex issue

The researchers found a variety of views in the different groups.

Teachers were the most pro-exclusions of all, while also being profoundly concerned with the impact on students’ wellbeing and highly likely to blame social factors for poor behaviour. Pupils thought that schools were unfair, but were most likely to blame individual agency for poor behaviour. (Page 12)

Key findings

The report identifies 12 key findings (see pages 12-13 of the report for a full list). They include the following.

Behaviour is widely seen to be a serious issue in schools. Pupils, the public, and teachers are all concerned about behaviour, and feeling that it is bad and getting worse.
There’s a sense amongst the public and pupils that schools can be inconsistent when determining punishments.
Teachers and parents see a strong connection between social factors and behaviour.
More teachers believe that pupils at risk of exclusion can be identified early, and more can be done in terms of early intervention.
Few people are enthusiastic about expulsion, but it’s seen as a necessary punishment and a last resort. Those from ethnic minorities are more likely to find exclusions discriminatory.
Parents need better communication around behaviour and exclusions policies, and school expectations. For example, most parents haven’t read behaviour guides or codes of conduct.

What can be done to improve the situation?

There is disagreement between groups as to the best ways to improve behaviour in schools.

Pupils and teachers are likely to think that smaller class sizes will help, while parents are more keen for the banning of mobile phones.
Teachers think providing additional mental health support would be beneficial, as well as providing support for families.
Pupils think that tailoring the education system to pupil needs would help, along with improving relations between teachers and pupils.

There was clear support across all groups for interventions. The two most popular ways to reduce exclusions were ‘an approach which tackles the causes of poor behaviour’, and providing ‘mentoring to students who are struggling with poor behaviour’ (page 42).

Questions for reflection and action

Are you experiencing worsening behaviour in your setting? What do you see as the causes of this?
Do you feel that parents have a clear understanding of behaviour policies and processes in your setting? Do you think that more could be done to communicate expectations clearly?
Are there systems in place in your setting for the early identification of pupils at risk of exclusion? Is there appropriate support in place for such pupils? Does it include mentoring?