19,000 pupils studied: who gets suspended, and why one rule for all fails
What happened
New research suggests that identical behaviour policies applied to every pupil are unlikely to work, because pupils arrive at the same point by very different routes. The study was reported by Tes on 4 September 2026. It was carried out by researchers at the University of Manchester and published in a British Educational Research Association journal. The scale is unusual for education research. More than 19,000 pupils in Years 8 and 10 were surveyed, across 69 mainstream secondary schools in Hampshire and Southampton. Over the academic year, 6% of pupils were suspended at least once. But that 6% was not spread evenly. Pupils receiving SEN support were about twice as likely to be suspended. Pupils with an education, health and care plan were also about twice as likely. Pupils eligible for free school meals were about two and a half times as likely. The lead author, Dr Stephanie Cahill, put the central finding plainly: 'Suspension is not simply about what happens in an individual classroom or about a young person's behaviour in isolation.' The research team, which included Professor Neil Humphrey, found multiple pathways leading to suspension. Disadvantage, special educational needs, being bullied, peer pressure and relationships with staff all played a part.
Why this matters
Suspension is a serious event in a child's life. Time out of school is time not learning, and it can start a spiral: missed work, falling behind, more frustration, more trouble. The groups most likely to be suspended here are the groups already facing the steepest climb. Children with additional needs. Children whose families are struggling financially. Children who are being bullied. There is a health dimension too, and it is easy to miss. Some behaviour that looks like defiance is a child who cannot hear properly, who is in pain, who is exhausted, who is anxious, or whose additional needs have never been identified. A child with undiagnosed hearing loss who does not follow instructions is not being difficult. That is why 'the same consequence for everyone, no exceptions' can sound fair and still land unfairly. If two children do the same thing for entirely different reasons, treating them identically does not necessarily treat them equally. The study also found something hopeful. Pupils who felt they belonged, and who had positive relationships with staff, were less likely to be suspended. That is something schools can actually build.
What the evidence actually says
This is a large survey, and its size is a real strength. Nineteen thousand pupils across 69 schools is a substantial sample. But it has limits worth naming. The schools were all in Hampshire and Southampton. Patterns elsewhere, particularly in very different communities, may not be identical. It looked at two year groups, Years 8 and 10, rather than the whole of secondary school. And it is an observational study. It shows which pupils were more likely to be suspended and which factors travelled with that. It does not prove what caused what. Feeling you belong at school and not being suspended clearly go together, but a pupil who has not been suspended may find it easier to feel they belong, as well as the other way around. What the study argues for is prevention rather than uniform punishment. The researchers recommend early intervention and preventative support, especially for disadvantaged pupils and those with additional needs, rather than blanket policies. One thing this research does not say, and it is worth being clear: it does not argue that behaviour should go unaddressed, or that consequences are wrong. It argues that consequences alone will not shift the numbers if the underlying causes are never looked at.
Practical advice
If your child is struggling with behaviour at school, a few things tend to help. Ask what happened before the incident, not just what happened. Was there a fallout at break? A lesson they find impossible? Someone picking on them? The trigger is usually earlier than the flashpoint. Rule out the simple physical explanations. Get hearing and vision checked, especially if a teacher mentions not following instructions or copying from the board. These checks are free for children on the NHS and quick to arrange. Think about sleep, food and pain. Tiredness, hunger, headaches, toothache and untreated asthma all make self-control harder for anyone. So do side effects of some medicines. Ask the school for a meeting rather than waiting for one. Ask specifically what support is in place, not only what sanctions apply. If your child has SEN support or an EHCP, ask how their needs are being taken into account in behaviour decisions. Schools have duties here, and your local SENDIASS can explain them free of charge. If your child is being bullied, say so explicitly and in writing. Schools must have measures to prevent bullying. And if your child's mood, anxiety or behaviour changes markedly, speak to your GP. Sometimes what shows up at school is a health issue that has not been picked up yet.
What to know
University of Manchester research, reported on 4 September 2026, surveyed more than 19,000 Year 8 and Year 10 pupils across 69 secondary schools in Hampshire and Southampton. Six per cent were suspended at least once in the year. Pupils with SEN support or an EHCP were around twice as likely to be suspended; pupils eligible for free school meals around two and a half times as likely. The researchers found several different routes to suspension, including disadvantage, additional needs, bullying, peer pressure and staff relationships. Pupils who felt a sense of belonging were less likely to be suspended. They conclude that blanket approaches are unlikely to succeed, and recommend early, preventative support instead. The study is observational and covers two year groups in one part of England, so it shows patterns rather than proving causes. Sources: Tes, 'Blanket approaches to suspension likely to fail, research finds', 4 September 2026, https://www.tes.com/magazine/news/general/blanket-approaches-suspension-likely-fail-research-finds ; British Educational Research Association journals, accessed 7 September 2026, https://bera-journals.onlinelibrary.wiley.com/ ; GOV.UK, 'School discipline and exclusions', accessed 7 September 2026, https://www.gov.uk/school-discipline-exclusions This article is for general information and does not replace advice from a doctor, pharmacist or other qualified healthcare professional. If you are worried about your child's health, hearing, vision or wellbeing, please speak to your GP.
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