A staggering 80% of children permanently excluded from English schools in 2020/21 came from disadvantaged backgrounds or had special educational needs, according to a new study by Durham and Birmingham universities. Poverty, not ethnicity, is the primary driver of these exclusions, contradicting widespread assumptions.
The research, led by a multi-ethnic team, analysed data on over 1,000 permanent exclusions and found that children from disadvantaged backgrounds were nearly three times more likely to be excluded than their peers. Similarly, those with special educational needs were twice as likely to be excluded.
Equality campaigners have hailed the research as a game-changer, but urged caution in interpreting its findings due to concerns over data representativeness. The study's lead researcher stressed that schools must provide targeted support to disadvantaged students and those with special educational needs to prevent exclusions.
The implications for policymakers and educators are clear: strategies to reduce school exclusions must address the root causes of disadvantage and neglect, rather than perpetuating myths about ethnicity. By doing so, they can help create a more inclusive education system that supports all children, regardless of their background or needs.