17 January 2026

Permanent exclusions in English schools have reached record highs, with nearly 11,000 pupils excluded in 2023-24—more than double the figure a decade ago. The most common reason? Persistent disruptive behaviour. Behind the numbers lies a deeper question: Why is behaviour deteriorating, and are schools facing too much pushback when they act? 

Why is behaviour declining in schools? 

Teachers across the country are asking the same question. Several factors seem to be driving this trend: 

• Changing societal expectations – Less trust in public institutions, including schools. 

• Shifting blame – Increasingly, the narrative is that the teacher is the problem, not the child. 

• Mental health challenges – Greater openness about mental health is positive, but schools are managing complex needs without adequate support. 

• Social media conflicts – Online disputes spill into classrooms, creating tension and disruption. 

• Inconsistent boundaries at home – Many pupils lack clear behavioural expectations outside school. 

• Restorative approaches – While valuable, this can also trivialise the behaviour and diluting the consequences. 

• Teachers feeling unsupported – Staff morale suffers when behaviour policies lack backing. 

• Curriculum relevance – A curriculum that feels disconnected from pupils’ lives can fuel disengagement. 

 

Permanent exclusion: A last resort under intense scrutiny 

Headteachers describe exclusion as their “worst nightmare,” yet they are increasingly pressed to justify decisions. No school takes the decision to permanently exclude lightly. Despite huge folders of evidence of incidents and support documented in permanent exclusion packs (PEPs), parents are demanding independent scrutiny, and legal challenges are on the rise. 

Independent Review Panels (IRPs) have more than doubled in 10 years, but reinstatement rates remain low—around 11% of cases. In most instances, schools’ decisions are upheld, provided processes are transparent and evidence is robust. 

SEND and exclusions: A growing concern 

Here’s a sobering statistic: more than half of excluded pupils have identified special educational needs. While parents often argue that an Education, Health and Care Plan (EHCP) would help, many schools report they are already providing every possible resource. 

This raises a critical question: are exclusions disproportionately affecting vulnerable children? And if so, what does that say about the wider system? Alternatively, are we too quick to give children a label to justify their behaviour? It’s contentious to say the least. 

Impact on the child 

Exclusion is not just a school decision—it’s a life-changing event so schools should be challenged. The consequences can include: 

• Interrupted learning and lower academic outcomes. 

• Reduced future opportunities. 

• Increased risk of criminal activity. 

• A cycle of disengagement and disadvantage. 

Solutions: What can we do? 

If exclusions are a last resort, then the real work lies in prevention. Here’s what teachers and policymakers should focus on: 

• Early intervention – identify and address issues before they escalate. That includes low-level teacher-student relationships and issues at home. Building a positive rapport with students and working with them to understand their passions, perspectives and challenges can really help. 

• High-quality alternative provision – ensure excluded pupils don’t fall through the cracks. Not isolation in a small booth but exploring creating a school within a school. Old on-site caretaker accommodation is often used as an alternative provision and internal reintegration centre. 

• Mental health and counselling services – support pupils with complex needs. The more we can invest in adults within the school that support students the better. Budgets are tight, but roles that are student facing instead of back-office staff should be a priority. 

• Curriculum reform – Make learning relevant and engaging. We can’t change what we have to teach, but we can change how we teach. The appointed “curriculum drafters” have a real responsibility to ensure the 2028 curriculum is both interesting and fit for purpose. 

• Investment in SEND support – The Government really need to find ways to reduce the pressure on mainstream classrooms. 

The bottom line 

Exclusions are rising, but so is the complexity of pupils’ lives. Teachers are navigating societal shifts, mental health crises, and SEND challenges—all while maintaining learning standards. The debate shouldn’t just be about whether schools face too much pushback. It should be about how we can build a system that better supports our children. 

Want to know more? Watch our latest At the chalk face episode, where we (Craig & Dave), dig into the reality of exclusions – why they happen, what’s changed in schools.

Watch it here.