School suspension numbers have increased by 12% in the 2023/2024 spring term, new figures show. In England, suspensions were lower than those in Autumn but rose significantly from the previous year.
The data published on Thursday by the Department for Education shows that 295.5k suspensions and 3.1k permanent exclusions took place in schools during Spring. The suspensions rate rose to 3.5% whilst the permanent exclusions rate increased to 0.04%.
State-funded secondary schools saw 88% of school suspensions, with 259k suspensions. There were 30k suspensions in primary schools and a further 6k in special schools.
The Department pointed towards persistent disruptive behaviour as the main catalyst for suspensions and permanent exclusions, leading to 176.2k suspensions and 1.7k permanent exclusions.
The South East region registered the highest number of suspensions in England, at 43k. The data team at Polimapper has visualised geographical data on school suspensions and exclusions to show geographical trends.
On a local level, the highest percentage of pupils suspended from school in the Spring term 2023/2024 was in Redcar and Cleveland and Hartlepool, at over 10%. This was lowest in the London authorities of Kingston upon Thames (0.58%) and Richmond upon Thames (0.83%).
In 12 local authorities in England no permanent exclusions took place, these include Brighton and Hove, Haringey, Milton Keynes and Leeds. Explore statistics in your area below.
About this map
In this visualisation, Polimapper has mapped school suspensions and exclusions in England statistics by local authority. Indicators include type of measure and school.
To view statistics in your area double click on the map or click here to launch the full page version.
Geodata context
Charities and trade unions have expressed concern that the worsening trend in suspensions could negatively impact pupil attainment and future prospects.
Pepe Di’lasio, general secretary of the Association of School and College Leaders (ASCL): “Young people only have one chance at a good education, and leaders and teachers are all too aware that missing out on time in the classroom is damaging to their attainment and future prospects.”
“School leaders only take these serious measures when they have exhausted all other options, and therefore we need to focus on early intervention strategies that provide help to pupils who are struggling.”
“We know that the Government wants to improve attendance and behaviour, but this can only happen if they provide a level of investment that gives schools and other local services the tools they need to provide support to children and young people at an early stage.”
Paul Whiteman, general secretary at NAHT: “The poor behaviour that leads to suspension and exclusion often has causes outside the classroom, with big challenges facing children and families, including poverty, the cost-of-living crisis, accessing wider services for Send support, and some lingering impact of the pandemic.”
“Schools can’t do it on their own. To avoid suspension and exclusion, they need funded, specialist help to meet every child’s needs.”
Steve Haines, director of public affairs at Impetus: “Over 295,000 suspensions and 3,000 permanent exclusions in spring of last year is a stark warning: our schools are not set up to support the needs of all students.”
“Young people from disadvantaged backgrounds in particular are four times more likely to be suspended and five times more likely to be excluded than their better-off peers – with knock-on effects that can impact the rest of their lives.”
“Children cannot learn if they are not in school and engaged, so it’s no surprise that young people who are suspended even once are unlikely to pass their GCSE English and maths, and they’re twice as likely to be neither earning nor learning at 24.”