Early research by the EPI suggests that internal exclusions may not reduce school suspensions.
Analysis of three London boroughs found “tentative correlations” between the use of internal exclusions – where pupils are removed from lessons but remain in school – and overall suspension rates.
However, EPI warned its latest findings should be interpreted carefully because of the limited sample size, which focused on schools in Hackney, Tower Hamlets and Lewisham.
The findings come as the Department for Education prepares new guidance about internal exclusions, encouraging headteachers to only send pupils home for the most serious incidents, with the aim of reducing lost learning time.
Researchers began examining behaviour management in Hackney following concerns raised during an investigation into Mossbourne Victoria Park Academy, where “isolating” and “shaming” practices were identified. Tower Hamlets and Lewisham were chosen for comparison because of their similar social and economic profiles. In total, 33 schools took part in the study.
Despite the boroughs sharing similar characteristics, the report found significant differences in behaviour management approaches both within and between local areas.
During the autumn term of 2024-25, secondary schools in Hackney recorded notably higher average rates of exclusions and suspensions than those in Lewisham and Tower Hamlets.
Rates of internal exclusion ranged from two per cent to 50 per cent of pupils, although most schools reported isolating around 10 to 15 per cent of students. Nearly half of schools (48 per cent) also said they used internal alternative provision.
The analysis found that schools with higher levels of internal exclusion also tended to report higher suspension rates and frequencies. Researchers said this suggests internal exclusion, as currently used in these schools, does not appear to act as an effective alternative to suspension.
The EPI concludes: "Our data indicates that internal exclusion is being used in very different ways across schools. While we expect some variation and want schools to tailor practice to their specific needs and context, the sheer breadth of variation in our sample’s internal exclusion rates (two to 50 per cent) is raises questions surrounding the value of consistency and indicates that schools are likely using internal exclusion for very different purposes."
