Islington Council's Children and Young People Scrutiny Committee has expressed serious concern over the disproportionately high rates of suspension for vulnerable secondary school pupils, particularly those with Special Educational Needs and Disabilities (SEND) and from Mixed White and Black Caribbean backgrounds. The committee reviewed the Quarter Four Performance Report for 2025/26, which revealed alarming statistics.
Secondary school suspension rates for pupils with SEND stood at 46.37%, significantly exceeding the Inner London average of 25.72%. For pupils from Mixed White and Black Caribbean backgrounds, the suspension rate was an alarming 75.76%, compared to the Inner London average of 29.40%. Councillor Elmedina Baptista-Mendes, a member of the committee, described the statistics as terrifying,
sharing her personal concern as a mother of two boys from a global majority background in Islington.
An ongoing intersectional analysis has identified that eligibility for free school meals and higher levels of special educational needs are the factors with the most significant impact on increased suspension numbers. The analysis also highlighted specific secondary schools with higher suspension rates. While statistically significant ethnic group differences were not found as a direct cause, pupils from the Mixed White and Black Caribbean
ethnic group tended to have more suspensions on average per pupil, though this was not statistically significant. The report suggests that economic deprivation might be a bigger driver than ethnicity alone, but acknowledges that ethnic disproportionality is monitored and targeted with interventions.
Addressing SEND Suspensions
To address the disproportionately high suspension rates for pupils with SEND, the Inclusion and Belonging strategy
is being implemented. This strategy supports schools by reviewing individual support plans to address specific SEND needs, fostering an inclusive school culture to reduce disruptive behaviour, and training staff in de-escalation and positive behaviour management. Schools are also encouraged to make creative adjustments within the school environment and curriculum. Furthermore, they are supported to complete their mandatory inclusion strategy by 31 December 2026, detailing how funding will be used to remove barriers to learning, including Social and Emotional Mental Health (SEMH) needs. Ofsted's proposed inclusion domain and the requirement for secondary schools to establish inclusion bases are also expected to reduce the need for suspensions and exclusions.
For pupils with SEND in secondary schools, Persistent Disruptive Behaviour
is a leading reason for suspensions, often stemming from unmet needs. Contributing factors include insufficient staff training and limited resources, which can lead to misunderstandings and escalation of behaviour. Rising diagnoses of Autism and SEMH needs also contribute to challenging behaviours.
Targeted Support for Ethnic Groups
In response to the high suspension rates for the Mixed - White & Black Caribbean
ethnic group, Islington Council is collaborating with schools on several initiatives. These include providing whole-school training on cultural awareness, restorative approaches, and consistent and fair application of disciplinary policies. Tools are being developed to help schools analyse their suspension data, identifying trends and disparities to enable targeted support. The council is also ensuring that schools' mandatory inclusion strategies embed inclusive practices to increase students' sense of belonging, thereby promoting positive behaviour and reducing suspensions.
Beyond general socio-economic deprivation, potential contributing factors for the Mixed - White & Black Caribbean
ethnic group include implicit bias and stereotyping by staff, cultural misunderstandings, and a lack of representation within schools, which can lead to a deficit in culturally sensitive teaching and discipline.
Councillor Sheila Chapman, Executive Member for Children, Young People & Families, stated that an intersectional analysis had been conducted and was ongoing. She suggested that while ethnic background was a factor, socio-economic deprivation might be a more significant driver, noting that larger numbers of Black and Minority Ethnic individuals experience financial hardship. The council has previously implemented targeted interventions, such as mentoring programmes for the Somali community and a mental health project for young Black men, in response to observed disproportionalities. However, Councillor Baptista-Mendes questioned whether financial disparity alone could account for the extremely high suspension rates, particularly for the Mixed White and Black Caribbean group.
Further data presented indicated that while overall primary school suspension rates had seen a slight increase, secondary school suspension rates had risen significantly. The report also noted a 20% reduction in overall suspensions across the borough, equating to 500 fewer suspensions, which means more time in the classroom for children. However, specific demographic groups continue to show concerning rates.
While the report details these interventions, it does not provide specific data on their current status or their direct impact on suspension rates within these communities. The analysis is also building up data over years to potentially reach statistical significance regarding repeat suspensions or trends with the same group of schools.
