New study highlights a complex web of factors associated with school suspensions, according to research led by The University of Manchester. The analysis finds that exclusions from class or school are not explained by a single cause but arise where socioeconomic disadvantage, identified additional learning needs, troubled peer dynamics and students’ own experiences of school intersect.
The research situates suspension within broader patterns affecting pupils’ lives. Socioeconomic disadvantage emerged alongside educational needs as recurrent themes, suggesting that material hardship and barriers to learning often coincide. The study also highlights the role of peer relationships and the everyday experience of school in shaping behaviour and engagement, pointing to links between social context and disciplinary outcomes within the education environment.
Findings indicate that pupils at elevated risk of suspension frequently carry multiple, overlapping vulnerabilities. In particular, the presence of special educational needs alongside adverse social circumstances is associated with greater likelihood of exclusion, while difficulties in peer relations and negative school experiences appear to amplify that risk. The pattern described emphasises the interconnected nature of academic, social and structural drivers behind disciplinary measures.
For schools, families and policymakers the study offers a recalibrated view of exclusion: rather than treating suspension solely as a behavioural sanction, the evidence underscores the value of responses that recognise background disadvantage and learning needs. The research points to the importance of coordinated approaches that address social inclusion, support for learning and the school climate within discussions of school discipline. Authors suggest further monitoring and evaluation to determine which strategies most effectively reduce exclusion while supporting students’ educational pathways.
