Background to the Research

• Since the 1990s there has been growing concern about pupils being excluded from schools. This paper describes findings from a large scale study which monitored suspensions and expulsions from schools in Northern Ireland during the academic year 1996-97.

Research Approach

• All schools were obliged to inform their ELB about suspended pupils using a proforma as agreed by all Boards. The form recorded a range of information about the suspended pupil which included basic personal details, other additional information (e.g. annual attendance percentage, agencies involved with the child etc) and length of and reason for suspension were also recorded.
• Schools completed these forms and continued to return them to Boards, who returned them to the research team on a monthly basis. There were, however, a number of problems with this methodology in the early stages of the research.

Main Findings

How Many Pupils are Suspended?

• In the 1996/97 academic year, 2631 pupils were recorded as having been suspended a total of 3748 times: 16% of these were female and 84% male. The majority of pupils were only suspended once; however, 402 pupils received two periods of suspension and 281 pupils were suspended on three or more occasions - what was referred to as 'multiple suspensions' during the period surveyed.

Which Schools Suspend Which Pupils?

• Approximately, 79% of suspensions came from secondary schools, 11% from grammar schools, 6% from primary schools and 4% from special schools.
• There was however a high degree of variation in the way in which schools used suspensions even when they had similar catchment areas. Some appeared to manage pupil behaviour without using suspension at all, or using it only sparingly. These schools also seemed to make an attempt to ensure the length of suspension was appropriate to the offence. Other schools always used the maximum five day suspension apparently without regard to the seriousness of the offence.
• Schools were thereby categorised by the researchers into 'no suspensions', 'low suspensions' (suspension rate of less than one pupil in 100), 'moderate suspensions' (rate between one and three pupils in 100) and 'high suspensions' (rate of more than three pupils in 100). Within the primary sector, the vast majority of schools were found to have made no suspensions, with only five schools having been found to have moderate suspensions and four with high suspensions.
• Within the post-primary sector the pattern for grammar schools was similar to that for primary schools, e.g. greatest percentage had no suspensions, then low, moderate and very small percentage with high suspension rates. This is very different from the post primary secondary school sector where schools were found to be divided almost equally across all four categories, with the lowest percentage being in the no suspensions category.
• Only a small minority of the suspensions came from special schools with over two thirds having made no suspensions. However, that there were any suspensions from this sector is of concern, since they are schools which are established to manage pupils with emotional and behavioural problems.
• In relation to special educational needs it is worthy to note that 9% of suspended pupils were in possession of, or waiting for, a statement of special educational needs. This is in contrast to 2% of the school population who were identified as having statements of special educational needs at October 1996. It would appear that a disproportional number of pupils with statements are being suspended from school.
• When examining suspensions by year groups it was found that most of the primary school pupils were in Key Stage 2, though a small minority were suspended as early as P2 (n=2) and P2 (n=3).
• For the post-primary school pupils, the largest number from a single year group was year 11 where 26% were suspended with 21% of suspensions originating from Year 12.

Why are Pupils Suspended?

• Reasons ranged from very generalised statements such as 'parental attitude', 'infringement of school rules', through to more specific, although somewhat minor misdemeanors, including 'failure to complete homework', 'inappropriate footwear', through to extremely serious behaviour such as 'deliberate physical attack on teacher'.
• Over the half of the suspensions occurred for reasons that did not involve dangerous or violent behaviour but were due to disruptive behaviour, abusive language to teacher and serious or persistent misbehaviour. Included in the latter category were pupils who were suspended for smoking, failure to conform to school rules or unsuitable hairstyles and truancy.
• Physical attacks on teachers accounted for only 2.2% of suspensions and together with attacks on fellow pupils resulted in 18% of suspensions for violent misbehaviour.
• Illegal activities were retained as a separate category and while not necessarily involving a criminal prosecution they could have resulted in one. The range of activities included such things as possession of illegal substances, vandalism or theft (8% - n=314).
• A diverse pattern of reasons for suspension emerged within the different sectors. Secondary school pupils were more likely than grammar to be suspended for abusive language, attacks on pupils and teachers; grammar pupils were more likely to be suspended for 'illegal activities' or serious/threatening behaviour. Primary and special schools both suspended a higher percentage of pupils for physical aggression than for any other reason.

Who are the most frequently suspended/expelled pupils?

• There were (11% - n=281) 'multiple suspensions' accounting for 996 suspensions, 89% of which were boys and 11% girls. Those in this category were most likely to be: male, attend secondary school, be in receipt of free school meals, have poor attendance records and be known to a range of support agencies

Educational Provision for Expelled Pupils

• Information was only available for 66 of the 76 expelled pupils. Of this group 7% had managed to get placed in an alternative school, 30% received home tuition and 8% in receipt of group tuition. The amount of home/group tuition varied across the Boards but would rarely exceed eight hours.
• Approximately 25% of pupils were not in receipt of any education, of which 11% were waiting a placement either in a special school of a unit for expelled pupils. 9% of expelled pupils were engaged in 'alternative education' (units set up for expelled pupils by ELBs or projects run by voluntary organisations).
• While some of these alternatives may be suitable as short term provision for year 12 pupils who are unlikely to return to mainstream schools, particularly if combined with work experience, they are not a viable alternative education for younger pupils. Given that year 11 followed by year 10 pupils represent the largest percentage of pupils expelled it is important that provision for these pupils meet both their academic and social needs.

Effect of Exclusion on the Young Person

• The research was unable to examine directly the effects of multiple suspension/expulsion on pupils. However, educationally these pupils are going to run the risk of falling behind academically and additionally will have problems re-integrating back into the education system, particularly if they have been out of school for some time.