Exploring the Complex Relationship Between SEND Students and School Suspensions

The subject of school suspensions evokes various opinions shaped by student behaviour, school rules, and community views. However, when we consider students with Special Educational Needs and Disabilities (SEND), the situation becomes even more intricate. This post explores the delicate relationship between SEND students and suspensions, shedding light on the challenges they face and potential pathways for better support in education.

Understanding SEND

Special Educational Needs and Disabilities (SEND) cover a wide range of conditions that influence a child's ability to learn, communicate, and interact socially. Including dyslexia, dyscalculia, autism, ADHD, DCD, etc.

Understanding SEND is crucial for creating an inclusive atmosphere that meets the diverse needs of every student. Simply classifying students by their abilities or disabilities may lead to misunderstandings that overlook their real needs, especially in terms of school discipline like suspensions.

The Landscape of School Suspensions

School suspensions are commonly seen as a way to maintain discipline in educational settings. However, suspending students—particularly those with SEND—can often lead to more harm than good. Studies show that SEND students are suspended at rates much higher than other students. A report by the Department for Education indicated that SEND students are about three times more likely to be suspended than their peers without SEND.

While maintaining discipline is important, we must explore alternative approaches that consider the underlying causes of behaviour rather than merely reacting to it.

The Consequences of Suspensions for SEND Students

The impacts of suspensions can be far-reaching, especially for SEND students, leading to significant academic and emotional challenges.

1. Academic Impact: For SEND students, missing school can create significant gaps in their learning. For example, a student with ADHD might miss out on critical lessons in math or reading when suspended, making it harder for them to catch up post-suspension. This is particularly crucial as these gaps can create ongoing struggles in their educational journey.

   
   

2. Social Isolation: Being suspended can deepen feelings of loneliness among SEND students who often already face social challenges. A study found that 50% of students with autism report feeling isolated from their peers. Such exclusions can lead to a lack of practice in social skills, making it even more difficult for them to connect with others.

   
   

3. Emotional and Behavioural Consequences: Experiencing multiple suspensions can damage a student's self-esteem. Students with SEND may feel a sense of worthlessness after being suspended, leading to increased anxiety or depression. For instance, a survey revealed that about 30% of SEND students experience severe anxiety, greatly affected by their school experiences.

   
   

Why Do SEND Students Face Higher Suspension Rates?

The higher suspension rates among SEND students are caused by several factors that need to be understood to address the issue effectively.

1. Misunderstood Behaviour: Behavioural issues in SEND students are often related to their 8disabilities. For example, a student with autism may struggle to express frustration through speech, leading to behaviours that are misunderstood as disruptive. Staff training on these behaviours is vital to prevent inappropriate consequences like suspension.

   
   

2. Inequitable Disciplinary Practices: Evidence suggests that disciplinary measures are not always fair and can disproportionately affect vulnerable groups. A study found that 50% of school staff felt unprepared to handle behavioural issues related to SEND. Clear guidelines and professional development in equity-focused practices are essential to levelling the playing field.

   
   

3. Inadequate Support: In many instances, schools may not have the resources required for adequately supporting SEND students, resulting in challenging behaviours. Approximately 43% of teachers report feeling they lack the tools to meet the needs of all students, which can exacerbate the challenges SEND students face.

   
   

The Role of School Policies in Addressing SEND Suspensions

To better support SEND students, educational institutions need to rethink their disciplinary policies. It is crucial to adopt practices that focus on intervention and support rather than exclusion.

1. Positive Behavioural Interventions and Supports (PBIS): Implementing PBIS can create a school culture that encourages positive behaviours through support rather than punishment. This program focuses on preventive measures, leading to a 20% reduction in behavioural problems in schools that implement it effectively.

   
   

2. Individualised Support Plans: Developing Individualised Education Plans (IEPs) or Behaviour Intervention Plans (BIPs) can provide SEND students with personalised strategies to manage their behaviour, boosting their engagement in education.

   
   

3. Training and Development: Continuous training for educators on SEND issues, behaviour management, and inclusive strategies is essential. Studies show that schools investing in professional development see a 25% increase in effective behavioural strategies.

   
   

Emphasising Communication and Collaboration

Building strong, collaborative communication between families, educators, and support staff can ease the repercussions of suspensions for SEND students.

1. Parental Involvement: Schools should engage proactively with the parents of SEND students. Keeping families informed and involved in discussions related to school policies fosters mutual understanding and effective teamwork.

   
   

2. Multi-Disciplinary Teams: Creating teams that include teachers, psychologists, and special needs experts can result in a better understanding of student needs. This teamwork can lead to more successful strategies for managing behaviours and fostering academic success.

   
   

3. Open Dialogue with Students: Encouraging students to speak about their needs fosters a supportive environment. Listening to their experiences with policies can reveal insights that help improve overall school practices.

   
   

Alternative Approaches to Disciplinary Action

Schools can consider approaches that emphasise learning and development over suspension for SEND students.

1. Restorative Practices: Implementing restorative justice methods allows students to understand the consequences of their actions and work towards making amends. This process supports relationship rebuilding and promotes personal growth.

   
   

2. In-School Suspension Solutions: Providing in-school suspension options keeps students engaged with their learning while addressing their behavioural issues. This practice can reduce disruptions and provides continued support.

   
   

3. Behavioural Support Programs: Establishing programs to teach SEND students coping mechanisms and social skills empowers them to better navigate their educational experiences. This proactive approach can lead to fewer behavioural incidents over time.

   
   

Moving Forward Together

Navigating the intricate relationship between SEND students and school suspensions requires ongoing dialogue and a commitment to improvement. By fostering inclusive environments, understanding SEND needs, and implementing supportive policies and practices, schools can lessen the negative impacts of suspensions.

As we strive to create a fair educational environment, it's crucial to prioritize the needs of all students, especially those with SEND. With a focus on understanding, collaboration, and support, we can shape schools that empower every learner to succeed.

An inspiring learning environment for SEND students.

Through our collective efforts, we can ensure that every student feels valued, understood, and has a fair opportunity for success, regardless of their unique challenges.