Recent statistics reveal a significant rise in the number of secondary school students in England who are subjected to “internal exclusion” as a form of discipline, with the rate nearly tripling over a three-year period.
The findings indicate that the percentage of secondary students removed from their regular classes surged from 5% during the 2022/2023 academic year to 13% in 2025/2026, marking an increase of 160%.
Disadvantaged children are particularly impacted, as over 22% of these students experienced at least one internal exclusion in 2025/2026, a dramatic rise from 8% three years earlier, representing a 175% increase. In contrast, the rate for non-disadvantaged students stands at 10%.
Students with special educational needs and disabilities (SEND) are also disproportionately represented, with 18% of those holding an education, health, and care plan facing removal from class at least once in the 2025/2026 academic year.
Critics argue that internal exclusion, which may involve isolation from peers, can adversely affect students’ mental health and hinder their academic progress. Conversely, some educators view it as a useful strategy for managing student behavior.
This data was gathered and analyzed by Arbor, a management information system utilized by 13,000 schools across England, and was shared exclusively with the Guardian.
In contrast to secondary schools, fewer than 1% of primary school students were internally excluded in a given year. In 2025/2026, nearly 5,000 students under the age of 11 were affected, though the actual number might be significantly higher, as Arbor lacks comprehensive data from all institutions.
Internal exclusions differ from permanent expulsions and fixed-term suspensions, as they require students to remain on school grounds and return to their classes following the exclusion period. While the government compiles statistics on expulsions and suspensions, it does not track internal exclusions.
James Weatherill, CEO and co-founder of Arbor, stated, “It is evident that schools require effective methods to address disruptive behavior. We understand from various schools that internal exclusion can serve as a viable alternative to sending students home. However, the notable increase, especially among disadvantaged students, necessitates a closer examination of the underlying causes.”
The rise in internal exclusions, as indicated by Arbor’s real-time national data, coincides with official reports from the Department for Education (DfE) showing a decline in formal suspensions and expulsions last year.
Weatherill emphasized, “We cannot ascertain from these figures whether one form of exclusion is replacing another, but the disparity highlights the need for the government to gather a comprehensive understanding of how many students are being removed from classes, for what duration, and the resulting implications.”
Pepe Di’Iasio, General Secretary of the Association of School and College Leaders, remarked, “Internal exclusions are implemented judiciously, typically after all other options have been explored. They are a step below external exclusions and aim to keep students in school while providing appropriate academic support.”
Lily Wielar, a researcher at the Education Policy Institute, pointed out, “The practice of removing students from classrooms has become a deeply entrenched aspect of behavioral management in secondary schools across England. It is crucial that we gain further insights into how this practice is applied and ensure that students who are removed receive the same legal protections and levels of transparency as those subjected to other forms of exclusion.”
Tom Bennett, an authority on behavior management, stated, “Internal exclusions represent a form of inclusion. They serve to convey to students who disrupt others’ learning or safety that their actions have consequences, while ensuring they are not merely left at home without support or exposed to negative environments. This approach allows for continued learning in a supervised setting, where staff-to-student ratios are improved, enabling focused work on social skills and behavior away from the students whose learning and safety have been compromised.”
Dame Rachel de Souza, England’s Children’s Commissioner, commented, “Excluding a child from the classroom can be necessary to safeguard other students, but it is vital that every child receives support to learn alongside their peers. When that isn’t feasible, it is essential that children still receive quality education during internal exclusions, and I am concerned that this may not always occur.”
The Department for Education has been approached for a response.
