Recent research conducted by the charity Chance UK has highlighted the concerning fact that the majority of children who are excluded from primary school do not go on to successfully pass their GCSEs in English and Maths. The study, which tracked the progress of 3.2 million pupils in England, revealed that a staggering 97% of those excluded at the primary school level had a special educational need or disability. This raises serious questions about the support systems in place for students with behavioral and emotional difficulties.
One parent, Mary-Anne, whose son was diagnosed with ADHD, shared her struggles with the education system. Despite her son’s condition, schools were ill-equipped to handle his behavior, leading to his permanent exclusion at the tender age of five. Mary-Anne’s experience sheds light on the lack of understanding and support for children with special needs in mainstream educational settings. It is clear that more needs to be done to cater to the diverse needs of students in order to prevent premature exclusions.
Rising Concerns Post-Pandemic
In 2022, over 22,000 children aged six and under were excluded or suspended from primary schools in England. The disruptions caused by the COVID-19 pandemic have further exacerbated behavioral issues in classrooms, leaving teachers struggling to maintain control. Teaching unions have expressed concerns about the declining behavior standards in schools, emphasizing the need for additional resources and support to address the root causes of disruptive behavior among students.
According to Tom Bennett, a Department for Education behavior advisor, exclusions are considered a last resort in cases of extreme behavioral misconduct. Violence towards teachers, abuse of other students, or persistent disruption of lessons are some of the criteria that may warrant an exclusion. However, Bennett notes that exclusions are incredibly rare, with the average primary school excluding only one child every 17 years. This raises questions about the effectiveness of exclusion as a disciplinary measure and calls for alternative interventions to support students in challenging situations.
Advocating for Additional Support
Chance UK, a charitable organization that provides mentoring support to children with behavioral and emotional difficulties, is calling on the government to allocate more funding for specialist support in primary schools. By matching students with mentors, Chance UK aims to provide the personalized care and attention that these children need to thrive in an educational environment. It is crucial for policymakers and educators to prioritize the holistic development of students and create inclusive learning environments that cater to the diverse needs of all children.