The recent surge in permanent exclusions from UK primary schools, particularly among children with special educational needs (SEN), has sparked a much-needed conversation about our education system and its ability to support all students. The statistics are indeed shocking, with a 23% increase in exclusions and a disturbing rise in physical assaults on teachers.
What makes this particularly fascinating is the complex web of factors contributing to this 'behaviour crisis'. From my perspective, it's a multifaceted issue that requires a deep dive into the root causes and potential solutions.
The Impact of SEN
One key factor is the higher likelihood of children with SEN being permanently excluded. These children often face complex challenges, including a higher risk of trauma, which can make it difficult for teachers to meet their needs. Hayley Hudson's story is a prime example of this. Her son, diagnosed with autism and ADHD, was temporarily excluded twice before being permanently removed from a mainstream primary school. Hudson believes the school simply couldn't manage her son's needs, leading to his exclusion and eventual placement in a specialist school.
This raises a deeper question: Are our mainstream schools equipped to handle the diverse needs of all students? Cathy Wassell, CEO of the Autistic Girls Network, believes the issue lies in a lack of teacher training and understanding of neurodivergent students. She highlights an incident where a primary school almost excluded a boy for his angry reactions to cheating during football games. The boy, likely autistic, struggled to understand the invisible social rules of cheating being acceptable in the playground but not in the classroom. This misunderstanding led to a vicious cycle of misinterpretation and exclusion.
Experienced Teachers and Inclusive Environments
Not all primary schools are struggling with these issues. Matt, a senior teacher at a state primary school in Nottinghamshire, attributes his school's success to experienced teachers and a hyper-inclusive environment. With at least 10-20 years of experience, the teachers at his school have strong behaviour management skills and positive relationships with families. They provide reasonable adjustments, such as ear defenders, to support neurodiverse students.
However, Matt acknowledges that his 27-year teaching career has been the hardest yet. He attributes this to the increased number of students with behavioural challenges or neurodiversity, a lack of staff and outside agency support, and the impact of the Covid-19 pandemic. The pandemic has left a lasting impact on children's development, with those in reception during March 2020 struggling with behaviour regulation and focus.
The Role of Parents and the Curriculum
Parents also play a crucial role in preparing children for school. A new Child Development study shows that children who were not read to at home or engaged in educational activities with parents may struggle with 'school readiness'. Additionally, the curriculum itself doesn't allow for special arrangements for children with SEN, putting pressure on teachers and students alike.
Delays in Resources and Specialist Support
Tania Tirraoro, co-director of the Special Needs Jungle, highlights the delays in resources and specialist support for schools. Most schools struggle to attract quality teaching assistants, and the government's new SEND proposals may further exacerbate the issue by creating 'inclusion bases' that remove children from the main classroom.
A Call for Action
Dan Lilley, Head of Youth at the Centre for Social Justice, believes the current system is failing everyone - teachers, pupils, and excluded children. He calls for an urgent review of behaviour standards, a reset in the relationship between schools and parents, and swift action on SEND reform. Parents like Karen echo these sentiments, emphasizing the need for earlier interventions and a culture change in our schools to accommodate diverse needs.
In conclusion, the rise in exclusions is a complex issue that requires a holistic approach. From improving teacher training and understanding of SEN to providing adequate resources and support, we must work together to create an inclusive education system that meets the needs of all students. It's time to take action and ensure every child has the opportunity to thrive and reach their full potential.
