School Suspension in England Now Only for Severe Misbehaviour

Published: 29 January 2026. The English Chronicle Desk. The English Chronicle Online.

The Department for Education (DfE) has confirmed that school suspension in England will now be reserved for only the most serious cases of pupil misbehaviour, including violence. The focus keyword “school suspension” appears within the first 100 words of this updated guidance, reflecting a major shift in how schools manage discipline. This move comes after mounting concerns that sending pupils home for non-violent misbehaviour often fails to correct behaviour and can expose children to unmonitored social media use or unsupervised online activities.

Under the new framework, internal exclusion will replace many traditional suspensions, allowing pupils to continue learning in a supervised setting separate from mainstream classrooms. Headteachers will retain the discretion to suspend pupils for severe incidents, ensuring that serious misconduct, particularly violent behaviour, remains appropriately addressed. The DfE emphasised that suspensions introduced four decades ago no longer align with the modern school environment, where access to technology and social media can limit the effectiveness of removing children from school.

Internal exclusion units are already in use in many secondary schools, providing structured spaces for pupils to learn while reflecting on their behaviour. However, inconsistent implementation has caused concern, as some pupils may have lacked proper supervision or meaningful work during isolation periods. The DfE intends for the new guidance to formalise internal exclusions, guaranteeing that they are short, purposeful, and include targeted learning alongside opportunities for reflection.

School leaders have welcomed the clarity but warned that limiting suspensions could weaken the deterrent effect for pupils who might otherwise engage in more disruptive behaviour. Nonetheless, experts stress that keeping children engaged with education during corrective measures improves long-term outcomes and reduces safeguarding risks. Kiran Gill, chief executive of The Difference, highlighted the importance of structured internal provisions, noting that the charity is supporting ten schools to reduce repeat suspensions while building sector-leading internal systems.

The reforms coincide with the upcoming schools white paper, which will address inclusive education for children with special educational needs and disabilities (SEND). By incorporating behaviour policies that accommodate social and emotional challenges, mainstream schools will be expected to uphold high standards without over-relying on traditional suspension. The DfE’s approach seeks a balance, ensuring that pupils with SEND can remain engaged in education while addressing disruptive behaviour through well-managed interventions.

Suspensions in England, previously known as fixed-term exclusions, reached record numbers in the 2023-24 academic year, with nearly one million issued. This surge has been partly attributed to post-pandemic behavioural challenges and inconsistent approaches to discipline. By emphasising internal exclusion and reducing home suspensions, the government aims to provide a more effective, humane, and inclusive disciplinary framework that prioritises learning and reflection over absence from school.

Critics have welcomed the reform while noting potential challenges, including the need for clear monitoring, sufficient staffing, and adequate resources to ensure internal exclusions are meaningful. The DfE has committed to supporting schools with guidance and training, ensuring interventions are consistent, educationally valuable, and aligned with broader safeguarding policies. Experts believe this approach could reduce long-term negative impacts associated with exclusion, including disengagement, academic underperformance, and social isolation.

The updated policy reflects broader educational trends across England, highlighting a growing emphasis on inclusivity, wellbeing, and restorative practices. By reserving school suspension for severe misbehaviour, schools can focus on addressing underlying causes of disruption, providing pupils with tools to improve behaviour and social interaction. The government asserts that this framework supports both discipline and inclusion, creating a system that respects pupils’ learning needs while safeguarding the wider school community.

Internal exclusion, when implemented effectively, allows pupils to complete academic work while receiving targeted behavioural support. This approach aims to reduce repeat incidents, improve overall classroom conduct, and maintain a safe, productive learning environment. The DfE emphasises that serious violent incidents will continue to warrant traditional suspensions, preserving the necessary disciplinary authority of schools while reducing reliance on removing pupils for non-violent conduct.

As schools prepare for the new guidance, headteachers are encouraged to review existing exclusion policies and develop internal structures that provide meaningful supervision and learning. The reforms also encourage sharing effective practices across schools, helping to standardise approaches and improve outcomes nationwide. Advocates suggest that this strategy could reshape disciplinary culture, making schools more supportive and responsive to diverse pupil needs.

By balancing structured consequences with ongoing education, England’s updated school suspension framework aims to achieve long-term behavioural improvements while supporting academic engagement. The Department for Education’s reforms signal a modern approach to school discipline, one that prioritises reflection, inclusivity, and effective learning over outdated punitive methods. As schools transition to this new model, experts and leaders will be closely monitoring its impact on behaviour, attendance, and educational outcomes.

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