CONTRIBUTORS
Reducing exclusion through early intervention EMMA SANDERSON, Managing Director of Momenta
Connect, part of Outcomes First Group, a leading provider of world class education, discusses the importance of identifying children at risk of exclusion.
School suspensions and exclusions are becoming increasingly common in England, and the numbers paint a worrying picture. In the 2023-24 school year, there were almost one million suspensions and nearly eleven thousand permanent exclusions from state schools. This means that for every 100 pupils, around 11 were suspended at least once, and a small but significant number were removed from school for good. Disadvantaged pupils, especially those in their mid-teens, were far more likely than their peers to be affected.
Behind every suspension or exclusion is a child whose education and wellbeing are placed at risk. Research shows that children who are excluded or frequently absent are more likely to experience mental health difficulties such as anxiety, depression and self-harm, and often require later support from mental health services. Instead of helping a child manage distress, exclusion can deepen the problem. Academic outcomes also suffer. Young people with social or emotional difficulties tend to have lower GCSE results, and time out of school widens this gap further.
The long-term consequences can be severe. A recent London study found that permanently excluded teenagers were twice as likely to be involved in serious violence within a year than those suspended, and are also more likely to face unemployment, poverty or involvement with the criminal justice system.
Pupils with special educational needs, those living in poverty and children who have been in care are disproportionately affected - those who need more support, not less time in school. Research indicates that poverty and SEN are stronger predictors of exclusion than ethnicity.
What can schools do?
The most effective approaches focus on early intervention, building strong relationships and creating school environments where children feel they belong. Schools that rely less on strict punishment systems and more on understanding and repairing problems, tend to see improvements to behaviour over time. Support such as school counsellors, small ‘nurture’ groups and programmes that help children understand and manage their emotions can make a real difference.
Many children who are at risk of exclusion have unmet needs that have not been identified. Helping teachers spot these early, and giving pupils the right support in lessons, can stop behaviour from escalating. Extra help such as mentoring, family support and small- group tutoring also reduces the risk of exclusion, especially when it continues for more than a few weeks.
For some children, a short spell in high-quality alternative provision or engagement in a therapeutic outreach programme, can help them get back on track, with a clear plan for returning to school. We need to reframe exclusion as a warning light that the system around a child is under strain. A national strategy that links behaviour, attendance, mental health, SEND support and poverty reduction, so that keeping children in school safely and with dignity, becomes a shared endeavour rather than a disciplinary arms race.
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www.education-today.co.uk
Teaching without borders: can digital learning solve the recruitment crisis?
Managing Director of Class People, NAOMI HOWELLS, explores the potential of digital learning.
There has always been a connection between geography and schooling. The accessibility and selection of a school’s faculty have historically been influenced by its physical location. Finding new staff
has been particularly challenging in certain regions, such as those that help underprivileged learners, coastal towns, and rural places. Contrarily, many qualified educators are unable to relocate due to financial constraints, caregiving obligations, health concerns, or rigid job schedules. What if geography had no longer an impact on who could teach where or even how individuals could learn? This is a huge question that is emerging as digital learning continues to evolve.
Particularly impacted are alternative and referral services due to a lack of teachers in such regions. Because of the high level of physical presence often required for these positions, the application pool is relatively tiny. Teachers may need to relocate or even live on-site in certain situations to ensure that children in need receive the care they require. Although this degree of commitment is admirable, it limits the number of people who can actually take the lead.
Cillian Murphy’s portrayal of a teacher assisting economically disadvantaged students in a recent film highlights this issue in the media. As the anecdote so eloquently demonstrates, being physically there at all times is sometimes mistaken for commitment, and roles that demand complete absorption can be emotionally and personally taxing. Acknowledging the effort that goes into it, these depictions also highlight systemic obstacles that prevent some individuals from participating. One approach to removing these obstacles without compromising on quality is digital learning. In an effort to make education more accessible, a local organisation that runs referral units for low-income youngsters is utilising digital learning powered by artificial intelligence, according to a director we spoke with this week. They assist kids who are unable to attend a traditional school setting due to factors including social exclusion, anxiety, or medical concerns. It is common practice to instruct these pupils remotely. Digital provision is not a secondary choice for these pupils; it determines whether they may participate or not.
Thanks to AI-powered platforms, qualified educators may collaborate with students remotely, eliminating the need for physical locations or relocation. Specialist help may be more easily scaled and provision stabilised in areas where hiring has long been challenging when knowledge is shared across regions.
A broader spectrum of candidates can be considered for open positions as a result of this shift, including semi-retired professionals seeking meaningful, flexible work, teachers unable to relocate, individuals with caregiving responsibilities, and experienced educators who have left the profession due to burnout. Rather than losing this knowledge, digital models help education keep and apply it better.
Claiming that online education can supplant face-to-face instruction is incorrect. Particularly in alternative education, special education, and neurodevelopmental assistance, intervention work, and in situations where staffing levels are inadequate, its value lies in its unique and combined application. When paired with on-site pastoral care and well-defined safeguarding mechanisms, digital delivery can be more consistent than conventional recruitment strategies.
Employers should have the same flexibility as students when it comes to learning locations. Borderless education is no longer an abstract concept. We can now take this opportunity to build a more inclusive, flexible, and sustainable education workforce by judiciously incorporating it.
January 2026
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