Soaring School Suspensions: Which Ethnic Groups Face the Most Exclusions?

The number of pupils suspended or expelled from schools in England for racist behavior has more than doubled since the start of the pandemic, reaching 15,191 incidents in the last academic year, a dramatic rise from 7,403 cases in 2021. This surge, which includes cases involving children as young as four, has been described as "unacceptable" by government officials and highlights a concerning trend in pupil behavior post-Covid.

While the overall figures are alarming, a deeper look at government data reveals significant racial disparities in who is most affected by these disciplinary actions. Government statistics show that certain ethnic groups are disproportionately excluded from school. For instance, Black Caribbean pupils have a fixed-period exclusion rate for racist abuse that is more than double the rate for their White peers. Similarly, Gypsy/Roma pupils and those from Mixed White and Black Caribbean backgrounds also face alarmingly high rates of suspension and exclusion. In contrast, Chinese and Indian pupils have some of the lowest exclusion rates in the country.

The data further shows that pupils from the British Bangladeshi community generally have a low rate of permanent exclusion, with one report noting that exclusions for this group are "almost non-existent" at the primary level. While data is not typically broken down by religious identity, it is important to consider the experiences of British Muslim children as a whole. Studies have pointed to a number of factors affecting the educational experience of Muslim students, including a lack of cultural sensitivity in some schools. Additionally, while overall exclusion rates for British Bangladeshi pupils are low, it is crucial to recognize that systemic issues like poverty and a lack of support services can still impact their educational outcomes.

Experts believe a number of factors are driving this crisis in classroom behavior. The pandemic-induced lockdowns and lack of social interaction have had a lasting impact on pupils, leading to a "fundamental breakdown in the school-parent social contract." Campaigners also point to the disproportionate impact on vulnerable children, noting that pupils with special educational needs and those from disadvantaged backgrounds are significantly more likely to be excluded.

Tina Chummun, a UKCP psychotherapist, noted that while a four-year-old may not understand the full implications of their actions, racial prejudice can begin to form very early in life. She stressed that these views are not formed in isolation but are shaped by what children absorb in their homes, communities, and through the media.

Paul Whiteman, general secretary of the NAHT school leaders' union, emphasized that schools alone cannot solve this problem. He stated that the root causes of poor behavior often lie beyond the school gates, linked to wider challenges such as poverty, lack of access to mental health support, and inadequate special educational needs provision. This surge in exclusions, he argued, must be a "wake-up call" for the government to invest more in vital support services to ensure every child has the right to a suitable education.