The recent surge in permanent exclusions from UK primary schools, particularly for physical assault on teachers, has sparked a national conversation about a so-called 'behaviour crisis.' But is it really that simple?
As an expert in this field, I believe the issue is far more nuanced and complex than the headlines suggest. While poor behavior and parenting skills are often cited as the primary causes, the reality is that many of these exclusions are linked to special educational needs (SEN) and the challenges faced by both students and teachers in managing these needs.
The SEN Factor
Children with SEN are almost six times more likely to be permanently excluded, and this is a worrying trend. These children often have complex issues, including a higher likelihood of trauma, which can make it difficult for teachers to provide the necessary support.
Take the case of Hayley Hudson's son, who was temporarily excluded from his mainstream primary school in Sunderland. He was eventually diagnosed with autism and ADHD, and the school's inability to manage his needs led to his permanent exclusion. This is a common story, and it highlights the systemic issues within our education system.
Unrecognized Needs
Cathy Wassell, CEO of the Autistic Girls Network, believes that a lack of understanding and support for neurodivergent children is a major issue. These children's needs are often unrecognized, leading to a vicious cycle of misunderstanding and exclusion. Wassell cites an example of a primary school boy who was almost permanently excluded due to his anger issues, which stemmed from a lack of understanding of social rules.
A Teacher's Perspective
Matt, a senior teacher at a state primary school in Nottinghamshire, offers an insightful perspective. His school has only permanently excluded one child in ten years, and he attributes this to the experience and relationships built by the teachers. However, he also acknowledges the challenges of managing behavioral issues and the lack of support staff and funding.
The Impact of COVID-19
The COVID-19 pandemic has had a significant impact on children's development and behavior. A recent study shows that children who were in reception during the March 2020 lockdown have struggled with regulation, focus, and adaptation. This, coupled with the increased use of social media by under-fives, has led to a rise in children who are not 'school ready.'
The Curriculum and Support
The curriculum itself is a point of contention, as it doesn't allow for special arrangements for children with SEN. This puts pressure on teachers and students alike, and with limited support staff, it's no wonder exclusions are on the rise. Tania Tirraoro, co-director of the Special Needs Jungle, highlights the difficulties schools face in attracting and retaining quality support staff.
A Call for Change
Parents and experts alike are calling for a culture change and increased support within schools. Karen, a mother whose son was excluded, believes that earlier interventions and a more inclusive mindset are necessary. The current system is failing our teachers, pupils, and children, and an urgent review of behavior standards and SEND reform is needed.
Conclusion
The rise in exclusions is a complex issue that requires a multifaceted approach. While behavior and parenting play a role, the underlying issues of SEN, curriculum design, and support staff shortages cannot be ignored. It's time for a systemic overhaul to ensure that all children receive the education and support they deserve.
