Internal Exclusions May Not Reduce Suspension Rates, Research Finds

Research published by the Education Policy Institute has cast doubt on whether internal exclusion practices are achieving their intended goal of reducing formal suspensions. The analysis identified only 'tentative correlations' between schools' use of internal exclusions—where pupils are removed from lessons but remain on site—and their rates of external suspension. The findings raise important questions for local authorities and school leaders about the effectiveness of current behaviour management strategies. While internal exclusions are often implemented as an alternative to sending pupils home, this early research suggests they may not automatically lead to fewer suspensions overall, prompting a need for closer scrutiny of how these interventions support pupil inclusion and wellbeing. For Lead Members overseeing children's services and education, these insights underline the importance of evidence-based approaches to school behaviour policies. As schools and councils continue to balance maintaining standards with keeping children in education, understanding what actually works to reduce exclusions—and support vulnerable pupils—remains critical to improving outcomes.