Commenting on the Education Policy Institute report identifying a
“suspension grades gap", with young people who experience even a
single suspension, or temporary removal from secondary school,
less likely to pass crucial GCSEs in English and maths, Geoff
Barton, General Secretary of the Association of School and
College Leaders, said:
“This report shows what will already be clear to school leaders –
that pupils who are the subject of suspensions are very often
those who go on to record poor educational outcomes. However,
this is not a case of cause and effect. Suspensions do not
directly cause poor outcomes – both are in fact a reflection of
underlying problems such as social, emotional and mental health
needs.
“As the report concludes, early intervention and sufficient
resources and training are key to improving the outcomes of these
young people, as well as reducing the rate of suspensions.
However, the special educational needs system is in a state of
crisis, with delays in assessments, lack of resources, disputes
between parents and local authorities, and massive deficits in
local authority high-needs budgets.
“The government’s plans to improve the system are years away from
being delivered and lack the essential component of sufficient
funding. It is a lamentable situation – children and young people
need this support right now.”
