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The government has announced that pupils suspended from schools in England should not necessarily be sent home but could remain on site instead. This approach aims to reduce the amount of learning lost during suspensions, as Education Secretary Bridget Phillipson highlighted concerns that sending students home often results in them “retreating to social media.” She emphasized that on-site suspensions should be reserved for students who have not engaged in violent behaviour.
The Department for Education (DfE) explained that this change is part of wider reforms to the school system, designed to ensure that pupils continue their education even while suspended. Although many schools already use internal suspensions—where students are kept separate from their peers but still on school premises—the quality and content of such interventions vary significantly. The DfE identified problems where internally suspended pupils were given “generic work that does not support learning or reintegration,” stating it intends to clarify that internal suspensions must be structured, brief, and include meaningful learning and reflection time.
Statistics reveal a sharp increase in suspension rates in recent years. Suspension instances rose by 21% from 787,000 in 2022-23 to 955,000 in 2023-24, with the suspension rate climbing from 9.33 to 11.31 per 100 pupils over the same period. Primary schools saw the largest percentage increase in suspensions. Headteachers will have discretion over the suspension format used at their schools. Richard Walkden, headteacher at Ecclesfield Secondary in Sheffield, described sending pupils home as a “last resort” and acknowledged that suspensions set important behavioural boundaries, although they inevitably cause significant harm, particularly through lost learning time.
Phillipson reiterated that while suspensions are crucial for managing poor behaviour, time spent at home often leads to students engaging with social media, gaming, or other online activities, which she described as “high levels of lost learning.” Her goal is to preserve suspensions as a serious disciplinary tool while keeping students engaged in their education and easing the burden on teachers who must help pupils catch up. The government also highlighted disparities in suspension and permanent exclusion rates, noting that pupils with Special Educational Needs and Disabilities (SEND) and those eligible for free school meals face disproportionately higher rates.
Schools may cite up to three reasons when suspending a pupil. In 2023-24, “persistent disruptive behaviour” accounted for more than half (51%) of suspensions, with “physical assault against a pupil” making up 13%, and “physical assault against an adult” 6%. The DfE affirmed that the most serious and violent offences will continue to lead to permanent exclusions or removal from school, maintaining clear consequences where appropriate. A new framework is proposed to allow heads flexibility in ensuring that pupils suspended for non-violent behaviour remain engaged with learning in a separate, supervised setting. This measure will feature in the forthcoming Schools White Paper, which is also expected to include reforms to the SEND system.
Reactions from education leaders have been cautiously positive. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, welcomed the move toward consistency but expressed concerns about accountability and whether schools will receive adequate resources to support internal exclusions effectively. Similarly, Matt Wrack, general secretary of the NASUWT teachers’ union, recognized the potential for clearer guidance but questioned how schools can implement these expectations without additional funding. Marianne Lagrue from Coram Children’s Legal Centre described current internal suspension practices as highly variable, sometimes resulting in pupils being isolated for extended periods without formal suspensions or exclusions. She pointed out that this can be especially harmful for children with certain types of SEND and hoped that the upcoming Schools White Paper will promote better support rather than prolonged isolation with no meaningful stimulation
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