This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility: School suspensions are associated with a complex combination of socioeconomic disadvantage, special educational needs, peer relationships and students' experiences of school, according to new research from The University of Manchester. The research is published in the British Educational Research Journal.
The study analyzed survey responses from more than 19,000 secondary school students linked to administrative records across Hampshire and the Isle of Wight to examine a wide range of factors associated with whether students were suspended and how often suspensions occurred. Researchers found that students receiving special educational needs (SEN) support or who had an Education, Health and Care Plan (EHCP) were more than twice as likely to be suspended as students without SEN, while those eligible for free school meals were also at increased risk. The analysis also identified several factors associated with lower suspension risk, including 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.
By contrast, higher levels of peer pressure, experiences of bullying and recent substance use were associated with an increased likelihood of suspension. The findings suggest that suspension should not be viewed solely through the lens of individual student behavior but in the context of the wider circumstances and relationships surrounding young people. The research used data from the #BeeWell program, a youth well-being measurement program led by The University of Manchester in collaboration with Anna Freud, a children's mental health charity, and the Gregson Family Foundation.
The #BeeWell survey captures young people's well-being alongside factors that can influence it, including school experiences, health behaviors, peer and family relationships and neighborhood characteristics. Survey responses can be linked with administrative data held by participating local authorities, allowing researchers to examine young people's experiences alongside information about suspension and exclusion. The researchers analyzed data from 19,064 students in Years 8 and 10 across 69 mainstream secondary schools in Hampshire and Southampton during the 2023–24 academic year.
Around 6% of students in the study had been suspended at least once during the academic year. Discover the latest in science, tech, and space with over 100,000 subscribers who rely on Phys.org for daily insights. d research that matter—daily or weekly. "Our findings show that suspension is not simply about what happens in an individual classroom or about a young person's behavior in isolation," said lead author Dr.
"Students' experiences of disadvantage, their relationships with peers and staff, their sense of belonging and their additional educational needs all form part of a much more complex picture. "This suggests that if we want to reduce suspensions, we need to look beyond disciplinary responses and consider what support young people may need to remain engaged with school," Cahill said. The researchers say the findings highlight the importance of early intervention and preventive support, particularly for students experiencing disadvantage or additional educational needs.
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