Major Shift in School Suspension Policy Announced
Parents across England are being informed of significant changes to school suspension rules, as headteachers receive new guidance that will fundamentally alter how behavioural sanctions are administered. The Department for Education has confirmed a tightening of regulations that will see fewer students sent home during suspensions, particularly for non-violent misconduct.
Ending the 'Home Suspension' Era
Under the previous system, students facing suspension for behavioural issues were typically sent home, where ministers warned they often enjoyed "unfettered access" to friends, social media platforms, and online gaming. Education Secretary Bridget Phillipson stated that this approach has "devalued suspensions" and contributed to substantial learning loss, as time away from school frequently meant children retreating into digital worlds rather than reflecting on their behaviour.
The updated guidance establishes clearer expectations for what the DfE terms "internal suspensions" - where pupils are removed from regular classes but remain on school premises in separate, supervised settings. Previously, such arrangements were informal and inconsistently applied across different institutions.
Structured Intervention with Educational Continuity
The reformed approach aims to transform internal suspension into a short, structured intervention that includes meaningful learning activities and dedicated reflection time. Crucially, pupils will complete the academic work they would otherwise miss during their suspension period, supporting educational continuity and reducing the pressure on teachers to help students recover lost learning time later.
Official data reveals the scale of the challenge: more than 335,000 children were suspended during the 2024/25 autumn term alone. This figure remains substantially higher than pre-pandemic levels, which recorded 178,400 suspensions during the equivalent term in 2019/2020.
Professional Discretion Maintained Amid Concerns
Headteachers will retain full professional discretion over behavioural decisions, including whether to implement an internal suspension, enforce an external suspension with time at home, or proceed with permanent exclusion in the most serious cases. However, the new guidance strongly encourages on-site supervision for non-violent incidents.
Some education unions have expressed reservations about the changes. Matt Wrack, General Secretary of the NASUWT teachers' union, cautioned that "removing the option of sending pupils home may weaken the deterrent effect of serious sanctions." He emphasised that external suspension has traditionally served as a clear signal to both students and families that behaviour has crossed unacceptable boundaries.
Resource Questions and Support Programmes
Pepe Di'Iasio, General Secretary of the Association of School and College Leaders, welcomed the principle of keeping pupils engaged in education but stressed that "any new expectations must be backed up with sufficient resources." He warned against creating additional administrative burdens for already stretched school leaders and staff.
Alongside the suspension reforms, ministers confirmed the expansion of the Attendance and Behaviour Hubs programme, with 93 schools now participating. This initiative sees institutions with proven records in improving behaviour and attendance supporting other schools facing similar challenges. Schools with the most acute difficulties will receive intensive support, including one-to-one sessions with leaders from successful establishments.
The DfE stated that traditional suspensions, introduced forty years ago before smartphones and social media dominated young people's lives, are no longer effectively enforcing punishment or re-engaging pupils in their education. The new approach aims to restore suspensions as serious, meaningful sanctions while maintaining educational engagement and reducing the cumulative impact of lost learning time.
