Research reveals what could help more young people stay engaged in school
By Education Correspondent
New research involving more than 19,000 secondary school pupils has identified positive school experiences linked with a lower risk of suspension.
Researchers at The University of Manchester found that pupils who felt they belonged at school, had positive relationships with staff and were satisfied with their academic attainment were less likely to be suspended.
Stronger emotion regulation skills were also associated with a lower risk.
The findings suggest that supportive relationships and a strong sense of belonging could play an important role in helping young people remain engaged with education.
The study analysed survey responses from 19,064 pupils in Years 8 and 10 across 69 mainstream secondary schools in Hampshire and Southampton during the 2023/24 academic year.
Around six per cent of pupils had been suspended at least once during the academic year.
Researchers also found that suspension was associated with a range of other factors, including special educational needs, socioeconomic disadvantage, peer pressure, bullying and recent substance use.
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However, the researchers stress that the study identifies associations rather than causes, and that there is no single explanation for why a pupil may be suspended.
Lead author Dr Stephanie Cahill said:
“Pupils' experiences of disadvantage, their relationships with peers and staff, their sense of belonging and their additional educational needs all form part of a much more complex picture.
“This suggests that if we want to reduce suspensions, we need to look beyond disciplinary responses and consider what support young people may need to remain engaged with school.”
The research used data from the #BeeWell programme, led by The University of Manchester in collaboration with Anna Freud and the Gregson Family Foundation.
The researchers say the findings highlight the value of early intervention and preventative support, particularly for pupils experiencing disadvantage or additional educational needs.
They also point to the importance of understanding individual pupils and their circumstances, rather than relying on a one-size-fits-all approach.
Professor Neil Humphrey said schools need the appropriate support and resources to develop approaches that can help prevent suspensions and keep young people engaged in education.
The study was published in the British Educational Research Journal.
