School exclusions are symptoms of a failing system not a failing student

by Caitlin Hoyland

Figures for permanent exclusions from secondary school in the pre-pandemic academic year 2017-18, rose to almost eight-thousand students in England with the largest proportion of these exclusions concentrated in the north-west of England. Exclusion figures are demonstrably racialised, with young people who ethnically identify as Gypsy, Roma, and Traveller overtly targeted with exclusions.

School exclusions have a devastating impact upon young people with life-lasting repercussions. A report published by Exeter has shown the implications on the mental health of young people excluded from school, concluding that there is clear evidence showing how exclusions cause severe psychological distress for the young person who has been excluded. More long-term, There is also a marked link between young people who have been educated at Pupil Referral Units (PRU) and becoming a victim or perpetrator of violent crime. Figures also show that almost half the women in prison were temporarily or permanently excluded from school.

Blame for a child’s “unacceptable behaviour” in school predominantly falls upon parents and carers. Teachers and the students themselves are also inculpated for exclusion rates. This warrants critique.

Targeting individuals for exclusion rates plays into the individualism central to the hegemonic ideology of neoliberalism. It diverts attention away from scrutiny of the system itself. However, the reality is, young people, teachers, parents, carers, and other individuals, are not to blame for exclusions. It is the system that is the blame.

The UK Government website has highlighted ‘persistent disruptive behaviour’ listed as the most common cause for permanent exclusion. In addition, children and young people on Free School Meals (FSM) are over four times more likely to be excluded. What does this show? Children and young people are punished for experiencing poverty.

Moreover, studies show that children and young people with Special Educational Needs (SEN) not receiving the Educational, Health, and Care support they need are four times more likely to be excluded than their peers. That means, children and young people, through no fault of their own, are not only denied the support they need, but are also punished for requiring this support in the first place.

It is the practice of the UK Government to reduce funding to schools with low performing attainment statistics. It is argued that this incentivises the schools to undergo restructuring so as to improve their results. However, in reality, much of this restructuring involves letting go of support staff and support programmes. Moreover, funding cuts disproportionately impact schools in more deprived areas. So really, the government is unjustly targeting children and young people living with support needs and/or living in poverty.

For some young people, exclusions are viewed as a means to escape from unbearable situations they face at school. Here, exclusion loses its meaning as a disciplinary measure. But most importantly, this highlights a real failure for the system to ensure young people live a safe, fulfilling, and liveable life.

The implications of school exclusions deliberately exacerbate and entrench poverty; are structurally racist; and induce mental health problems. School exclusions are symptoms of a system that is failing to serve its people.