Mission 44 defines exclusion as when schools remove students from their regular educational setting as a disciplinary measure. This can be permanent (expulsion) or temporary (suspension).
The number of permanent exclusions is at a record high. Exclusions increased by 44% from 6,500 in 2021/22 to 9,400 in 2022/23, making the current year the highest recorded annual number of permanent exclusions. (DfE)
Latest national data also shows there were 32 million days of learning lost to suspension and unauthorised absence in 2022/23 – up from 19 million pre-pandemic.
Certain student groups continue to be disproportionately affected. For instance, Black Caribbean and Gypsy, Roma, Traveller pupils are more likely to be excluded than their white peers, and students with special educational needs and disabilities (SEND) are overrepresented in exclusion statistics.
Children from disadvantaged backgrounds (those eligible for free school meals) are also much more likely to face exclusion, contributing to a cycle of disadvantage.
The rise in exclusions highlights systemic challenges, including unmet mental health needs, behavioural challenges, and socio-economic factors such as poverty.
While designed to address serious behavioural issues, exclusions can often disproportionately affect vulnerable students and, when this happens, negatively impact their education and future opportunities.
Permanently excluded children are:
Exclusion can derail a young person's future, especially if they don’t have sufficient support in alternative provision, or support to re-enter mainstream education.
Exclusion correlates with poorer outcomes - only 4% go on to achieve the necessary GCSEs for employment - and adults who have school exclusion in their personal history are disproportionately represented in terms of unemployment, mental health challenges, and entry to the criminal justice system.
One analysis suggests that each exclusion costs society £170,000 in long-term social and economic costs..
It is important to state that we accept that suspensions and exclusions can be necessary – and that head teachers must be allowed to use them. However we also believe much more could and should be done to prevent them by addressing the underlying issues that may cause poor behaviour.
Young people are much more likely to be suspended or excluded from school if they are vulnerable, i.e. facing disadvantage or discrimination. That's why reducing the prevalence of school exclusions is a social justice issue.
We support teachers' and schools' right to maintain a disruption-free environment, and believe this should be done while addressing the underlying issues that lead to challenging behaviour. Being ‘tough’ on poor behaviour isn’t enough - we must be tough on the causes of poor behaviour.
As such, we recognise the challenge of poor behaviour in the classroom but believe too often exclusions are used to tackle the symptoms and not the causes of poor behaviour. Over-worked and under-resourced schools are often left with no alternative.
A more inclusive education system would benefit every child, regardless of background or ability.
We believe a more inclusive education system will benefit every child, and that it can be built in four priority areas:
1. Embed inclusion into accountability and the curriculumFind out more about Mission 44’s recommendations here.
Record levels of school exclusions are a growing concern. Too often they fail to address the symptoms of deeper issues, nor the root causes of poor behaviour.
This can include unmet special educational needs or mental health struggles, and other forms of disadvantage.
Policymakers, educationalists and the community should take urgent preventative action to build a more inclusive education system that benefits every child.
No. We accept that some suspensions and exclusions are necessary, but much more can and should be done to reduce the number by addressing the underlying issues that may cause poor behaviour.
We hope that teachers, parents, young people, and broader community members will support our mission to build a more inclusive education system that will benefit every child.
We have provided template content for anyone who supports our mission to write to their local MP and/or local school. We have also provided a communications toolkit so individuals and organisations can support the campaign across their social channels.
You can also sign up for our newsletter to stay updated with the progress of the campaign and Mission 44’s wider work.
There is no silver bullet to tackling exclusions - their reasons are complex. However, many examples of interventions that can make a difference are early intervention, mentoring, and additional support.
You can read about some of Mission 44’s partners' work to reduce exclusions here
Ultimately, more collective action is needed from policymakers, educators and the community to make the difference needed to turn the tide on rising numbers of exclusions.
One of the campaign’s policy recommendations is specifically about the need to embed youth voice into education through a national student experience survey.
You can also hear from young people calling for change throughout the pages of this campaign website - many of these young people have experienced exclusion and have been positively impacted by the interventions of Mission 44 partners.
Mission 44 recognises that some children have vulnerabilities due to their increased likelihood of discrimination or disadvantage, such as those living in poverty, from certain ethnic groups or living with special educational needs or disabilities.
We do not intend to place labels on young people.
The campaign has three key objectives: to influence policymakers to implement policies that prevent school exclusions, increase awareness and understanding of the challenges of exclusion, and mobilise key audiences to take action to prevent exclusions. We will be measuring this activity to track the progress of the campaign.
Mission 44 is a collaborative organisation and is working to promote the work of others also calling for a more inclusive education system, this includes the partners we are working with as well as those that have contributed to reports on the topic.
Under each of our policy recommendations, we signpost to the partners we are working with that are already working to reduce school exclusions in these areas.
Mission 44 is also proud to be a member of the Who Is Losing Learning? Coalition, a group of charities dedicated to addressing the growing challenge of children missing education. Together, we are highlighting the pressing need for systemic change to ensure every child has the opportunity to thrive.
If you are interested in working with Mission 44 to progress this agenda, then we would love to hear from you, please get in touch at email address.
Mission 44 is part of a group of charities dedicated to addressing the growing challenge of children missing education called the Who Is Losing Learning? Coalition.
Together, alongside Impetus, IPPR and The Difference, we are highlighting the pressing need for systemic change to ensure every child has the opportunity to thrive.
In September 2024 the coalition published a problem report and have since formed a council, chaired by Pepe Di’lasio to develop a solutions report, due to be published in March 2025. This report will further develop ideas in the four priority areas Mission 44’s Nothing Happens In Isolation campaign is highlighting. Our policy recommendations are Mission 44’s contribution to this work and we look forward to working with our WLL partners and helping to keep a spotlight on the urgent need to tackle the growing rate of exclusions and other forms of lost learning.