Study reveals pupils most at risk of school suspension and what may help them

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.

Suspension risk is complex

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 students most at risk

• Students receiving SEN support were more than twice as likely to be suspended as students without SEN, while those with an EHCP also had more than twice the odds of suspension.
• Students eligible for free school meals were nearly two and a half times more likely to be suspended than those who were not eligible.
• Students reporting higher levels of peer pressure and experiences of bullying victimization were more likely to be suspended.
• Students who reported they had used any substance in the past 30 days were nearly three times more likely to be suspended than those reporting no recent substance use, in part because substance use is itself grounds for suspension under DfE guidance.

What could help prevent suspensions?

• School belonging, satisfaction with academic attainment and positive relationships with school staff were all associated with lower odds of suspension.
• Stronger emotion regulation was also associated with lower suspension risk.
• Suspensions are associated with multiple overlapping individual and school-level factors, highlighting the need for preventive approaches that address underlying needs rather than relying solely on disciplinary measures.

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.

Looking beyond suspension and moving toward engagement

“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. Stephanie Cahill. “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.

Supportive relationships between students and school staff, as well as a strong sense of belonging, may play an important role in helping young people remain engaged with education.

The study also highlights the importance of understanding the different pathways that can lead to suspension—a one-size-fits-all approach is unlikely to work for all students.

The researchers caution that the study identifies associations rather than causal relationships. Further research is needed to understand the mechanisms underlying these patterns and how schools can most effectively intervene to prevent suspensions.

“We recognize that the current climate within education has meant that many teachers are working under very challenging conditions and that often ‘blanket’ approaches are taken due to limited capacity,” said professor Neil Humphrey. “To ensure more work can be done to understand individual pathways and prevent suspensions, there needs to be increased support for schools from the government.”

Who’s behind this story?

Swati Mestri

Swati Mestri holds a bachelor’s degree in Electronics Engineering and has worked as a content editor since 2019. She has experience editing research documents across technology, health care, and materials science, and has a particular interest in technology and space.

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Andrew Zinin

Master’s in physics with research experience. Long-time science news enthusiast. Plays key role in Science X’s editorial success.

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