New data from the Department for Education (DfE) reveals a troubling increase in school suspensions and permanent exclusions across England, including the Isle of Wight.
The findings have sparked calls for urgent action to address the underlying causes of pupil behaviour challenges.
Peter Shreeve, Assistant District Secretary of the National Education Union, pointed to long-term funding cuts and structural issues in the education system as key drivers behind the concerning trend.
National suspension and exclusion rates surge
According to DfE figures, the number of suspensions in state-funded schools across England rose significantly during the autumn term of 2023/24 compared to the same period in 2022/23.
Suspensions increased from 247,366 to 346,279, pushing the suspension rate from 296 to 413 per 10,000 pupils. Permanent exclusions also saw a marked rise, climbing from 3,104 to 4,168, with the rate increasing from 4 to 5 per 10,000 pupils.
Mr Shreeve attributed this “tsunami of suspensions and exclusions” to a combination of factors, including reduced school funding, cuts to mental health services, and a lack of specialist behaviour support for students with special educational needs and disabilities (SEND).
He said,
“This latest shocking data is hardly a surprise.”
Isle of Wight schools reflect national challenges
The Isle of Wight experienced its own stark increases. Suspensions rose from 565 to 846, a rate jump from 337 to 510 per 10,000 pupils.
Permanent exclusions more than doubled, from 5 to 11, with the exclusion rate increasing from 3 to 7 per 10,000 pupils.
Mr Shreeve highlighted how reduced pastoral teams and the loss of essential support staff have left schools ill-equipped to manage behavioural issues. He noted,
“Persistent disruptive behaviour is the core reason, driven by insufficient support systems and an inappropriate ‘one size fits all’ curriculum and exam system.”
A call for change
Acknowledging the urgent need for solutions, Mr Shreeve welcomed the Government’s recognition of the problem but emphasised that words must be matched with action.
He called for “real funding for schools, colleges and Local Authority support services” and underscored the importance of addressing child poverty as part of the solution.
He said,
“For too long, we have suffered one step forward and two steps back.
“To reverse these suspensions and exclusion figures, we urgently need two steps forward and no steps back!”
The figures serve as a stark reminder of the growing pressures faced by pupils and staff alike and the need for systemic changes to ensure schools are places of inclusion and support.
