05/09/2024 | Press release | Distributed by Public on 05/09/2024 01:15
Rates of permanent and fixed-term exclusions have increased compared to before the coronavirus (COVID-19) pandemic. Prior to the pandemic, rates of permanent and fixed-term exclusions (of 5 days or less) had increased each year since 2014/15.
Participants described that schools and pupil referral units (PRUs) are experiencing an increase in challenging behaviour from children and young people in recent years, at a time when they also report a constraint in resources which reduces the support they can offer to children at risk of exclusion.
Stakeholders reported that accessing external specialist provision for schools is challenging as there can be a lack of relevant specialist provision in some areas, poor awareness of services among school staff, or long waiting lists where provision is available. Senior school leaders indicated that they struggle to recruit specialist expertise, face mixed availability and coverage of staff training, and find it challenging to allocate funding and time off from teaching for staff to attend training.
The most common form of support that participants from local authorities, schools and PRUs said would help them to prevent exclusions was additional funding and resources; they reported that this would allow them to implement interventions, employ additional or specialised staff, and provide staff training to fully meet the emotional and behavioural needs of their children and young people.
Stakeholders reported that internal exclusions (removal from the classroom) and reduced timetables were both being increasingly used in schools and PRUs. There were however concerns that their increasing use reflected the pressure that school staff experienced in managing children's behaviour and may not address the root causes of disruptive behaviour depending on how they are being used.
The literature review identified a range of evidence-based universal and targeted school-based approaches and interventions with the potential to prevent school exclusions:
Stakeholders highlighted further practice that was considered important for preventing exclusions and supporting reintegration following exclusions:
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