The surge in exclusions and 'behavioural crisis' at UK primary schools is a complex issue with deep-rooted causes. While headlines often blame poor parenting and out-of-control children, the reality is far more nuanced. The statistics are indeed shocking: more primary school children are being permanently excluded than ever before, with physical assault of teachers being the most common reason. This number has more than doubled since 2022 and is now higher than for teens in secondary schools. But what's driving this trend? And what can be done to address it?
One key factor is the lack of support for children with special educational needs (SEN). Children with SEN are almost six times more likely to be permanently excluded than those without, and teachers often struggle to handle their complex needs. This is exemplified by the story of Hayley Hudson's son, who was temporarily excluded twice before being diagnosed with autism and ADHD. The school simply couldn't manage his needs, and ultimately, he was permanently excluded to avoid a different, less suitable school.
This highlights a deeper issue: teachers don't always know how to support children with SEN, especially those with neurodivergence. Cathy Wassell, CEO of the Autistic Girls Network, believes this is a significant problem. She explains how misunderstandings and a lack of understanding can lead to a vicious cycle of exclusion. For example, a boy was close to being permanently excluded because he was angry about cheating in football, but the issue was that he didn't understand the social rules around cheating.
However, not all primary schools are struggling. Matt, a senior teacher in Nottinghamshire, has only permanently excluded one child in 10 years due to his school's strong relationships with families and hyper-inclusive approach. But even he admits that managing children's behaviour is more difficult now than it was in the past, with a third of his class having behavioural challenges or being neurodiverse. This is exacerbated by the lack of staff and funding, as well as the aftermath of the Covid-19 pandemic, which has made school almost voluntary and led to children struggling with regulation and focus.
The curriculum itself is also a problem, as it doesn't allow for special arrangements for children with SEN. The pressure to get results and the lack of support for these children cascade down to teachers and pupils, leading to exclusions. Tania Tirraoro, co-director of the Special Needs Jungle, believes that delays in resources and specialist support are part of the reason for the rising exclusions. Schools are struggling to attract quality TAs or learning support assistants, and the government's new SEND proposals may not fix this issue.
Ultimately, the solution lies in a culture change and a re-evaluation of behaviour standards in schools. Karen, a mother whose son was excluded, believes that a shift in perspective is needed. Schools need to adjust and accept children's needs, just as we do in work environments. The current system is letting down everyone, from fearful teachers to desperate pupils and excluded children. An urgent review of behaviour standards, a reset of the relationship between schools and parents, and swift action on SEND reform are necessary to address this complex issue.
