School Suspension Risks
Study reveals pupils most at risk of school suspension and what may help them
Introduction To School Suspension Risks
School suspensions are a complex issue, influenced by a combination of socioeconomic disadvantage, special educational needs, peer relationships, and students' experiences of school. A new study from The University of Manchester, published in the British Educational Research Journal, analyzed survey responses from over 19,000 secondary school students to examine the factors associated with school suspension. The research aimed to identify the pupils most at risk of suspension and explore potential strategies to help them.
Understanding The Risk Factors
The study found that students receiving special educational needs (SEN) support or with an Education, Health and Care Plan (EHCP) were more than twice as likely to be suspended as students without SEN. Additionally, students eligible for free school meals were nearly two and a half times more likely to be suspended than those who were not eligible. Other factors associated with increased suspension risk included higher levels of peer pressure, experiences of bullying, and recent substance use. For example, students who reported using any substance in the past 30 days were nearly three times more likely to be suspended than those reporting no recent substance use.
Factors Associated With Lower Suspension Risk
In contrast, the analysis identified several factors associated with lower suspension risk. These included students feeling that they belonged at school, being satisfied with their academic attainment, having positive relationships with school staff, and having stronger emotion regulation skills. The findings suggest that suspension should not be viewed solely as a result of individual student behavior, but rather in the context of the wider circumstances and relationships surrounding young people.
Implications For Prevention And Support
The study's results highlight the need for preventive approaches that address underlying needs rather than relying solely on disciplinary measures. By promoting a sense of school belonging, satisfaction with academic attainment, and positive relationships with school staff, schools may be able to reduce the risk of suspension for vulnerable students. Additionally, supporting students' emotion regulation skills and providing resources to help them manage peer pressure and experiences of bullying could also be effective strategies. The research used data from the #BeeWell program, a youth well-being measurement program that captures young people's well-being alongside factors that can influence it, including school experiences, health behaviors, and neighborhood characteristics.
Future Outlook And Recommendations
The study's findings have important implications for education policy and practice. By recognizing the complex interplay of factors associated with school suspension, schools and policymakers can work to develop more effective and supportive strategies for vulnerable students. This may involve providing additional resources and support for students with SEN, as well as promoting positive relationships between students and school staff. Ultimately, the goal should be to create a more inclusive and supportive school environment that helps all students to thrive and succeed.
Sources
This is an original synthesis by Qivorane based on reporting from the outlets below.