The latest Department for Education statistics for the 2024/25 academic year, published in July 2026, show that suspensions and permanent exclusions in England have fallen for the first time since the pandemic. This is welcome news. However, the figures still show a significant number of children losing learning time. The data also indicates that pupils with special educational needs are at a much higher risk of being suspended or permanently excluded from school.
What is a suspension and what is a permanent exclusion?
Before looking at the figures, it is important to understand the difference between a suspension and a permanent exclusion.
Suspension
A suspension, previously known as a fixed period exclusion, is when a pupil is excluded from school for a set period of time. It can be for part of a school day and does not have to be for a continuous period. A pupil may be suspended for one or more periods up to a maximum of 45 school days in a single academic year.
Permanent exclusion
A permanent exclusion is when a pupil is excluded and will not return to that school unless the exclusion is overturned. The Department for Education data only includes permanent exclusions which have been upheld by the governing body or an Independent Review Panel, and not those exclusion appeals that remain in the appeal stage.
The number of suspensions and exclusions for 2024/25
In 2024/25, there were 913,000 suspensions in England across state funded primary, secondary and special schools. This figure is a decrease from 954,952 suspensions in 2023/24, but still higher than the 786,961 suspensions recorded in 2022/23.
There were 9,906 permanent exclusions in 2024/25. This is a decrease from 10,885 in 2023/24, but still higher than 9,376 in 2022/23.
| Academic year | Suspensions | Permanent exclusions |
| 2022/23 | 786,961 | 9,376 |
| 2023/24 | 954,952 | 10,885 |
| 2024/25 | 913,000 | 9,906 |
Source: Department for Education.
The 2024/25 figures therefore show progress, but it is measured progress. Suspensions fell by around 4% and permanent exclusions fell by around 9% compared with 2023/24. However, both remain above the 2022/23 level.
That is important context when considering whether Government policy is working. In March 2025, Stephen Morgan MP said:
“We know that some groups of children are at higher risk of exclusion, which is why the Government are breaking down barriers to opportunity by ensuring early intervention in mainstream schools for all pupils, including those at risk of exclusion. We are clear that schools have a legal duty not to discriminate against pupils with SEND under the Equality Act 2010.”
The latest data suggests that the Government can point to some success, because the headline numbers have fallen. However, the over representation of pupils with special educational needs shows that early intervention is not yet working evenly for all children. This will hopefully change, following the Government policy announcement earlier this year.
Where do most suspensions and permanent exclusions happen?
Secondary schools continue to account for the majority of suspensions and permanent exclusions. In 2024/25, secondary schools accounted for 85% of suspensions and 84% of permanent exclusions.
The fact that primary suspension rates have increased is significant. There is no immediate explanation but, for parents, this reinforces the importance of asking what support was considered before suspension, particularly where a child has known or suspected special educational needs.
The main reasons for suspension and permanent exclusion
Persistent disruptive behaviour remains the most common reason for both suspensions and permanent exclusions. In 2024/25, schools could record up to three reasons for each suspension or exclusion, so the number of reasons is higher than the number of suspensions or exclusions.
For suspensions, the three most common reasons were persistent disruptive behaviour, verbal abuse or threatening behaviour against an adult, and physical assault against a pupil.
For permanent exclusions, the three most common reasons were persistent disruptive behaviour, physical assault against a pupil, and physical assault against an adult.
For parents, the label “persistent disruptive behaviour” should not necessarily be accepted at face value without detail. It is reasonable to ask the school to identify the incidents relied upon, the dates, the support offered, whether any special educational needs were considered, and whether reasonable adjustments were discussed.
Pupil characteristics for suspensions and exclusions
The 2024/25 figures continue to show higher rates of suspension and permanent exclusion for pupils with special educational needs, male pupils and pupils in the middle secondary year groups.
Special educational needs
Pupils with special educational needs had higher rates of suspension and permanent exclusion. Any suspension or exclusion should be fair. Fairness in a school suspension or school exclusion case is not only about the final incident. It is also about whether the school understood the child’s needs, whether it made appropriate adjustments, whether it followed its own behaviour policy, and whether it considered support before moving to suspension or permanent exclusion.
Year group
Year 9 had the highest suspension rate in 2024/25. Years 9 and 10 had the highest permanent exclusion rates. In primary schools, Year 6 had the highest suspension rate, while Year 5 had the highest permanent exclusion rate.
Gender
Boys continued to have higher rates of suspension and permanent exclusion, than girls.
Lost learning and long term risks
The charity Impetus, which is focused on a “society where all young people – regardless of their background – can achieve positive education and employment outcomes to increase their chance of leading fulfilling and successful lives”, has warned that suspensions may undermine efforts to reduce the number of young people who are not in education, employment or training. It cites research showing that young people suspended at secondary school even once are twice as likely to be not in education, employment or training by age 24, compared with those who have never been suspended.
That does not mean every suspension causes disadvantage in later life. However, it does mean that a suspension should be treated as a warning sign and an opportunity to intervene. Where a child is repeatedly suspended, parents should ask whether the school has properly identified the underlying cause and whether a support plan, SEN review, behaviour plan or reintegration strategy is needed.
Has the Government succeeded in reducing suspensions and exclusions?
The answer is a cautious “Yes”, but one swallow does not make a summer. I look forward to next year’s figures before expressing a more confident opinion on the likely long term trend of school suspensions and exclusions.
The former Education Secretary, Bridget Phillipson, was reported by the BBC as saying that the pandemic had left a “pernicious legacy”, but that teachers across the country were helping the next generation “turn a corner”. She also said:
“After years of spiralling suspensions and permanent exclusions, there are clear signs that the combined efforts of schools, parents and the government are working and we are determined to keep driving forward that progress to fix the behaviour crisis we inherited.”
The 2024/25 data supports the view that the position has improved. Suspensions and permanent exclusions have fallen compared with 2023/24. However, the wider picture remains concerning. The numbers remain higher than in 2022/23, secondary schools still account for the overwhelming majority of suspensions and exclusions, and pupils with special educational needs remain disproportionately affected.
The Government can point to progress, but parents would be entitled to say that the test is not only whether the national numbers fall. The test is whether vulnerable children, particularly those with special educational needs, are receiving early, practical and lawful support before matters escalate.
Final thoughts
The latest figures published by the Government demonstrate work in progress. Therefore, I look forward to reviewing the data released around this time next year when we may be able to determine whether the 2024/25 figures were a false dawn or a rising sun.
I anticipate continued improvement because the Labour Government professes a commitment to children. I am also mindful that the Government is investing in children who require SEN support, having published a detailed plan earlier this year. Since then, the Government has provided more detail on Experts in Hand and Inclusion Bases. These will be rolled out from September 2026, so data for the following academic year, 2026/27, should show significant further improvements in reducing the number of school suspensions and exclusions, particularly in respect of children with special educational needs.
These changes aside, schools must always be able to maintain safe and orderly learning environments. Sometimes suspension or permanent exclusion may be necessary. However, the latest figures show that these decisions continue to affect some children more heavily than others.
For parents worried that their child has been suspended or excluded unfairly, the key questions are often straightforward. What exactly happened? What evidence supports the decision? What support was put in place before the sanction? Were special educational needs or disability properly considered? Were reasonable adjustments made? Was exclusion truly a last resort?
If you are concerned about an unfair school suspension, a permanent exclusion, or a decision involving special educational needs, it is important to seek school exclusion legal advice promptly. We can provide practical advice on how to appeal a school exclusion. The right response can help protect your child’s education and ensure that the school’s decision is properly scrutinised.
