Options Autism Expands to County Durham with Two New Schools
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News & Events Discipline – exclusion or intervention?
Emma Sanderson, Managing Director of Options Autism, considers whether current approaches address the challenges of pupil behaviour
Rates of pupil suspension in both primary and secondary schools in England, are at their highest levels since the current data set started in 2015. The latest statistics from the 2020/2021 academic year, recorded over half a million suspensions across state funded schools – with a rise of 43% in primary (46,200 to 66,200) 68% in secondary (296,200 to 498,100) and 39% in special schools (10,000 to 14,000) pupils suspended. For the Department for Education, the figures reflect an improvement, suspensions are promoted as one strategy to reduce exclusions and provide staff and other pupils a respite from violence. Exclusion rates have decreased slightly, however the most common reason for suspension (and exclusion) is ‘persistent disruptive behaviour’ rather than violence. Are we really providing the best solutions? The law states no child should be excluded for having a special need, but in comparison to their peers, more pupils with SEND are suspended or excluded.
School suspensions and exclusions often mark the beginning of an unsettled and disrupted education pathway for SEND pupils – a critical life-changing turning point. HeadStart (2019) found school exclusion not simply an educational issue, but also resulting in profound negative consequences for mental health and wellbeing.
In the majority of cases, exclusion is ineffective in changing behaviour, particularly when underlying problems remain unaddressed. Disruptive, or even violent behaviour, is often misdirected communication. Many SEND children have experienced high levels of trauma during their lives which results in the adoption of high-risk behaviours. In neurobiological terms, in response to a constant state of stress, elevated levels of cortisol produced in the brain, change their ability to react calmly.
It is essential we take a more preventive, early intervention approach, beginning with the question – will suspension or exclusion change this individual’s behaviour? Those at risk of exclusion need a full assessment to identify whether they have unmet social, emotional and mental health or learning needs.
Schools and colleges should consider what interventions, additional support or alternative provision these children and young people need, to address behaviours before they become entrenched, and enable them to succeed. Communication with parents and carers is also key. Involving them in decisions about their child, especially during times such as transition from primary to secondary school, or when a pupil returns to school or college after a suspension.
Some young people respond to a zero-tolerance, no-excuses behaviour policy. But what about the rest? What potential harm are we inflicting on young people’s mental health? Young people are at risk of having their lives ruined by draconian policies, systems and decisions that fulfil the demands of ‘discipline’, but fail in terms of care and basic humanity.
© Outcomes First Group 2025