Fifty English secondary schools suspended more than a quarter of pupils after pandemic

School Suspensions in England Increase, Disadvantaged Areas Most Affected

Introduction

According to analysis by the Guardian, fifty secondary schools in England suspended over a quarter of their students after the pandemic. The analysis also revealed that children in schools with the most disadvantaged pupils were three times more likely to be suspended compared to those in wealthier areas.

Sharp Increase in School Suspensions

The proportion of schools suspending large numbers of pupils has risen sharply since the closure of schools during the Covid pandemic. Teachers have struggled with deteriorating behavior since the reopening of schools.

Data published by the Department for Education (DfE) shows that the number of secondary schools suspending a quarter or more of their pupils rose to 50 in 2022-23, double the number in 2018-19.

Schools with High Suspension Rates

Out of the 50 schools, five are run by Dixons Academies Trust and three each by Outwood Grange Academies Trust (OGAT) and Northern Education Trust.

Three schools suspended more than 37% of their pupils in 2022-23: Dixons Croxteth academy in Liverpool, Outwood academy Kirkby in Nottinghamshire, and Outwood academy Bishopsgarth in Stockton-on-Tees.

Reasons for High Suspension Rates

Luke Sparkes, the chief executive of Dixons Academies Trust, stated that the trust exclusively takes on schools in disadvantaged communities with long-standing “serious problems.” He highlighted issues such as bad behavior, bullying, and constant disruption of lessons.

Lee Wilson, the chief executive of OGAT, mentioned that the trust operates in areas of high deprivation and faces multiple challenges. However, he emphasized the transformation of these schools and their commitment to providing students with a great education.

National Figures and Disparity

The national figures for 2022-23 released by the DfE show that a record 257,000 students were suspended at least once during the school year. The DfE acknowledges the need for suspensions as a last resort but aims to work on addressing the causes of poor behavior to prevent suspensions.

On average, 7% of pupils at each secondary school received at least one suspension. However, some areas such as Stoke-on-Trent and Middlesbrough recorded double the national rate, with 14% of their pupils suspended.

Suspensions were more prevalent in schools serving the most deprived communities. In 2022-23, secondary schools in the top fifth in terms of children on free school meals suspended 11.5% of pupils at least once, compared to 3.4% in schools with the fewest children on free meals.

Expert Opinion on Suspensions

Tom Bennett, an expert on pupil behavior who advises the DfE, stated that there is no “right” level of suspensions and schools serving more disadvantaged communities may use disciplinary methods more frequently. He emphasized that the outcomes of the schools and the safety of the students should be considered when evaluating suspension rates.

Conclusion

The increase in school suspensions in England, particularly in schools serving disadvantaged communities, highlights the challenges faced by educators in maintaining discipline and ensuring a safe learning environment. Efforts should be made to address the underlying causes of poor behavior and provide support to students in order to achieve the Sustainable Development Goals (SDGs) of quality education and reduced inequalities.

SDGs, Targets, and Indicators Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 10: Reduced Inequalities

The article discusses the suspension rates in secondary schools in England, particularly focusing on the disproportionate suspension of students from disadvantaged backgrounds. This connects to SDG 4, which aims to ensure inclusive and equitable quality education for all. It also relates to SDG 10, which aims to reduce inequalities within and among countries.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education.
• SDG 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.

The article highlights the suspension rates among secondary school students, indicating a potential barrier to completing their education. This relates to SDG 4.1, which aims to ensure that all boys and girls complete free, equitable, and quality primary and secondary education. Additionally, the article mentions the suspension rates being higher in schools serving disadvantaged communities, indicating a potential inequality in access to education. This connects to SDG 4.5, which aims to eliminate gender disparities in education and ensure equal access to all levels of education for vulnerable groups. Furthermore, the article’s focus on the suspension rates among disadvantaged students highlights the need for social and economic inclusion, aligning with SDG 10.2.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Proportion of students suspended in secondary schools
• Proportion of schools suspending large numbers of pupils
• Proportion of schools with high suspension rates in disadvantaged communities

The article mentions the proportion of students suspended in secondary schools, indicating the extent of the issue. This can be used as an indicator to measure progress towards SDG 4.1 and SDG 10.2. The article also highlights the proportion of schools suspending large numbers of pupils, which can be used as an indicator to measure progress towards SDG 4.1. Additionally, the article mentions the suspension rates being higher in schools serving disadvantaged communities, which can be used as an indicator to measure progress towards SDG 4.5 and SDG 10.2.

4. Table: SDGs, Targets, and Indicators

Source: theguardian.com