Schools unprepared to handle disruptive pupils, NAHT says
Pupil suspensions and exclusions rose during the spring term compared with that of 2024, though there was a drop in numbers compared to the autumn term
The National Association of Head Teachers has said that schools cannot address the root causes of disruptive behaviour from pupils alone, in response to the latest government exclusions data.
According to this data, pupil suspensions and exclusions rose during the spring term compared with that of 2024, though there was a drop in numbers compared to the autumn term.
Paul Whiteman, general secretary at the school leaders’ union, stressed in a statement that suspensions and exclusions are “a last resort” in response to pupil behaviour that is too disruptive, saying that “schools have a duty to make sure that they provide a safe environment in which all pupils can learn”.
Whiteman said: “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 do their best to help pupils navigate all of these challenges, but they are not able to solve everything alone. Vital services like social care, children’s mental health, behaviour support teams, and special educational needs provision have been cut or failed to keep pace with demand over the last decade.”
He added: “While the new government has promised to address some of these issues, setting up a child poverty taskforce and making clear its intention to address the crisis in special educational needs provision, it needs to act faster. Too many pupils are being let down while investment is delayed.”
NAHT’s Whiteman finally said that “schools can’t do it on their own”, and that in order to avoid suspension and exclusion, they need funded, specialist help to meet every child’s needs.
