Suspensions and exclusions
Designated Teacher’s should contact Virtual School for advice and guidance if they are thinking of excluding a child in care as it is important that behaviours are viewed from a trauma-informed lens and that the child’s needs are being identified and supported.
We ask this because:
- consequences that serve to punish, isolate and shame, from time out to exclusions, can cause rejection and shame that are potentially re-traumatising to this cohort of Children and Young People (CYP) and their often fragile sense of self. Exclusions can activate fear, threat and survival responses that lead to dysregulation, potentially damaging relationships, increasing a CYPs negative self-perception and doing little to prevent similar situations arising again
- as promoted within the universal provision as part of the Therapeutic Thinking graduated response children in care may need access to a behaviour curriculum to help enhance valued behaviours and to begin to tackle the underlying problems, including a behaviour curriculum that teaches pro-social behaviour, establishes routines, staff who role-model expectations, creates positive relationships and uses positive phrasing and noticing
- given the high-incidence of SEND identified for CYP in this cohort, and potentially numerous barriers to learning they can face (ranging from social and emotional barriers stemming from disrupted attachment and developmental disruption that may see them refuse to follow adult led directions, or refuse to work, to gaps in learning from poor attendance and difficulties arising from poor executive functioning skills), it is important that schools ensure any underlying needs are identified and supported to help the CYP be able to form healthy attachments, regulate and cope at school and later in life
- schools (and early years settings) should ensure the needs of CYP are identified quickly and addressed through suitable provision and support, so they do not feel they need to exclude a CYP
- the CYP in this cohort are often vulnerable and at risk; there are often safeguarding reasons why an exclusion should be avoided, including the CYP becoming victims or perpetrators of crime
- suspensions and exclusion can cause an increase pressure on sometimes fragile foster placements, which could potentially lead to placement breakdown and further trauma for the CYP
- missed learning and curriculum content further compound the difficulties faced by these CYP
Where a looked after pupil is excluded for a fixed period, it is recommended that we should ensure alternative educational provision is made from day one of the exclusion and copies of any paperwork should also be forwarded to the child's social worker.
Where a pupil is permanently excluded, the authority where they live is responsible for their education and to allocate a new school or education provision, full time.
Exclusion of children in care should be an absolute last resort. It is vital that schools and social workers work together in partnership with other professionals, trying every practicable means to maintain them in school. It may be necessary to review their Personal Education Plan (PEP).
Children in care should only be excluded in the most exceptional circumstances. Before excluding, schools, in conjunction with the local authority, should first consider alternative options for supporting the child or young person in care.