Figures reveal most common reasons kids are being suspended

Data released by the government on Thursday, July 9, revealed that the North East saw the largest increase in suspension rates between the 2014/2015 and 2024/2025 academic years.

The sharp increase in suspensions over the past decade has prompted questions from educators and parents alike about why more children are being removed from classrooms.

New government research shows that 51 per cent of suspensions across England between 2023/24 and 2024/25 were handed out to pupils for repeatedly misbehaving in the classroom.

Verbal abuse or threatening behaviour towards adults accounted for another 15 per cent of suspensions, while physical assaults against other pupils or adults amounted to 18 per cent of exclusions. 

Other reasons included bullying, vandalism, racist abuse, drug and alcohol incidents, theft, and sexual misconduct.

However, many are divided over whether rising suspension rates reflect worsening behaviour or a failure to understand the factors driving it.

People across the North East have been sharing their views on social media following the recent findings.

Some believe suspensions often punish pupils for behaviours linked to underlying issues – many of which they cannot help. 

One Facebook commenter said: “Too many schools punish children for neurodivergent behaviour and trauma-related behaviour that children can’t control.

“Detention and corrections do not correct behaviour when there is no discussion around the unwanted behaviour and no empathy for what a child may have experienced that led to the behaviour in the first place.”

Others argued that schools focus too heavily on punishment rather than prevention.

One user wrote: “Because schools keep giving out detentions for stupid things and not guiding pupils by example. Lend them a pen, then they have it all day and other teachers don’t have to give detention for not having one.”

There are concerns that children are missing out on valuable learning time due to being excluded from lessons. (Image: Sarah Caldecott)

Some believe the root causes of poor behaviour start at home, with teachers expected to pick up the responsibility of discipline.

One user said: “The problems start in the home. Parents need to teach their children to follow rules instead of complaining when teachers try to control them.”

Another wrote: “Nowadays this very soft gloves approach to parenting and teaching has backfired and collectively an irresponsible and defiant generation is being raised all over the world.”

Education leaders in the North East have been raising concerns over suspension and exclusion rates over the last two years.

In a statement released by The North East Association of Directors of Children’s Services in May 2024, leaders said factors such as child poverty, increasing numbers of children with complex special educational needs and disabilities, and worsening mental health have increased the pressure on schools.

They also warned that some additional needs are only being recognised after a child has already been suspended or excluded – meaning opportunities for early intervention can be missed.

Schools and local councils have highlighted stretched budgets, limited pastoral resources, and long waits for specialist mental health services as ongoing challenges.

Whether the causes are rooted in home life, school discipline policies, unmet special educational needs or wider social pressures, the figures point to a growing challenge facing classrooms – particularly in the North East.