Why Students Face School Exclusion (Across the UK)

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Why do students at risk of exclusion slip through the net?

This UK-wide research (n = 75) shows how strong relationships, flexible intervention, and joined-up thinking can keep students at risk of exclusion engaged in education.

In my role as a governor, our panel recently permanently excluded a child. It was heartbreaking, but it genuinely was the last resort for the school.

Who gets excluded — and why?

A new report, The Trajectories of Young People at Risk of Exclusion Across the UK (Porter et al., 2025), follows 75 students across England, Wales, Scotland and Northern Ireland who were considered “at risk of exclusion.” It investigates how schools responded, what helped, and which factors influenced outcomes.

Despite very different exclusion rates across the UK, the findings revealed a shared truth: students’ risk can shift rapidly – often triggered by changes at home or mental health challenges. Surprisingly, Scotland (which has the lowest official exclusion rate) saw the highest rise in risk levels among case study students.

The key takeaway? Relationships matter more than policy.

Students supported by a consistent adult, receiving flexible help and timely outside intervention, were more likely to stay in school. Across all jurisdictions, the research showed that students with SEND, those receiving Free School Meals, and students in care were more likely to be excluded. Many also faced additional trauma, complex family circumstances, or undiagnosed mental health needs.

What are the key strategies that work?

Teachers described a lack of support from overstretched services, including CAMHS and social care, with many interventions delayed until crisis point. In some cases, schools couldn’t act until a student was excluded, which unlocked additional resources—turning exclusion into a gateway to help, rather than a last resort.

This is important because the reasons behind exclusion are rarely straightforward. Often, they reflect gaps in the system: late intervention, missed assessment, and schools under pressure.

So what worked? The report points to three core strategies.

Relationships, responsiveness, and resourcefulness.

Successful schools had named adults checking in regularly with students, used flexible timetables and internal inclusion rooms, and maintained strong home-school links. Personalised approaches—like reduced class sizes or trauma-informed support—helped stabilise those at risk.

Importantly, schools that worked well didn’t wait for behaviour to escalate. They acted early, looked beyond the classroom, and created safety nets through multi-agency working. Funding routes varied across the UK, but creativity was key—schools used what they had and did what they could.

Questions for teachers:

1. How do schools identify students at risk of exclusion early?
2. Are consistent adult-student relationships prioritised for those most at risk?
3. What systems are in place to act on early warning signs?
4. How are interventions tailored to meet individual student needs?
5. What role does student voice play in designing support plans?
6. Are internal inclusion spaces used effectively—not punitively?
7. How can teachers build stronger relationships with families?
8. What support is available for staff working with high-needs students?
9. How well are schools working with external agencies?
10. Are there protocols for evaluating and adjusting interventions in real time?

The research concludes:

“There was no golden bullet or single intervention strategy that was effective. The complexity of student need called for a range of strategies that were personalised… often calling for decisions to be made ‘on the ground.’

• Download the full report to explore the research and practical recommendations in detail.
• Image: Depositphotos
• N.B. In England, approximately 40 pupils are permanently excluded every day; this represents 0.1% of the overall population; and exclusions have risen post-COVID.

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