Suspensions in English schools have soared to unprecedented levels following the Covid-19 pandemic, with close to one million issued during the 2023-24 academic year. This dramatic increase has prompted the Department for Education to announce a significant overhaul of behaviour management policies, aiming to curtail the use of external suspensions for all but the most severe incidents.
New Framework Prioritises Internal Exclusion Units
The forthcoming government guidance, set to be detailed in a schools white paper next month, will formally establish "internal exclusion" as the primary sanction for non-violent misbehaviour. Under this new framework, pupils displaying disruptive conduct will be placed in supervised, separate settings within the school premises, allowing them to continue their education while being removed from mainstream classrooms.
Addressing the Digital Dilemma
A key driver behind the policy shift is the recognition that traditional home suspensions often fail as an effective deterrent in the digital age. The Department for Education highlighted the contradiction in restricting mobile phone use in schools while effectively granting pupils unlimited access to devices and social media when sent home. "Suspension at home can mean unfettered access to friends and online gaming – doing little to address behaviour, enforce punishment or re-engage pupils with learning," stated the DfE.
The new approach seeks to align suspension practices with the government's stance that mobile phones have no place in schools, ensuring that behavioural consequences are meaningful and conducive to educational continuity.
Retaining Flexibility for Headteachers
While the guidance formalises the use of internal exclusions, headteachers will retain the discretion to apply traditional suspensions for the most serious and violent behaviours. The framework is designed to provide a structured intervention that includes meaningful learning activities and time for reflection, addressing criticisms that isolation units have been inconsistently applied in the past.
Many secondary schools have already implemented internal removal units as a strategy to manage disruption without losing teaching time. The new national standards aim to ensure these provisions are effective, supervised, and educationally valuable.
Supporting Inclusive Education
The schools white paper will also outline plans to increase the inclusion of children with special educational needs and disabilities (Send) in mainstream state schools. This initiative is expected to require greater flexibility in behaviour policies to accommodate pupils with social and emotional challenges, supporting inclusive schools in maintaining high standards while addressing underlying causes of disruptive behaviour.
Education charity The Difference has welcomed the direction, noting that keeping children in educational environments is crucial for safeguarding and long-term outcomes. The charity is launching a programme to support schools in reducing repeat suspensions and developing effective internal provision.
As record suspension figures highlight ongoing challenges in pupil behaviour post-pandemic, these policy reforms represent a concerted effort to balance discipline with inclusion, ensuring that sanctions serve educational rather than purely punitive purposes.
