Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to (a) identify students who are at risk of school exclusion and (b) make (i) early interventions and (ii) trauma informed approaches to ensure that their needs are met.

The department supports head teachers in using suspension and permanent exclusion as a sanction as part of creating calm, safe, and supportive environments where pupils and staff can work in safety and are respected.

The department has published guidance on ‘Behaviour in Schools’, ‘Mental Health and Behaviour in Schools’, and ‘Suspension and Permanent Exclusion’, which is the primary source of help and support for schools on how to manage behaviour for all pupils in the school community, to create a culture with high expectations of behaviour. The ‘Behaviour in Schools’ guidance is available at: https://assets.publishing.service.gov.uk/media/65ce3721e1bdec001a3221fe/Behaviour_in_schools_-_advice_for_headteachers_and_school_staff_Feb_2024.pdf. The ‘Mental Health and Behaviour in Schools’ guidance is available at: https://assets.publishing.service.gov.uk/media/625ee6148fa8f54a8bb65ba9/Mental_health_and_behaviour_in_schools.pdf. The ‘Suspension and Permanent Exclusion’ guidance is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1181584/Suspension_and_permanent_exclusion_guidance_september_23.pdf.

The department does not endorse any one approach to behaviour management over another. The department trusts school leaders to develop tailored behaviour policies which reflect their school’s individual contexts and needs. Any policy must be lawful, proportionate, and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006.

The ‘Behaviour in Schools and Exclusion’ guidance is also clear that head teachers should consider any underlying causes of misbehaviour before issuing any exclusion, including where a pupil has a history of trauma. Early intervention measures should include an assessment of whether appropriate provision is in place to support any special educational needs and disabilities. The ‘Mental Health and Behaviour in Schools’ guidance also makes clear that recognising emerging issues as early as possible, and working effectively with external agencies to provide support for pupils who display persistent disruptive behaviour, and are at risk of exclusion, is vital.