Working Together to Prevent Permanent Exclusions

Concerns regarding the number of children permanently excluded from schools never seem to be far from the headlines. Indeed, the DfE dataset of November 2024 highlights relative increases in suspensions and permanent exclusions nationally since the year before. Furthermore, in areas local to Plymouth, the projected rises appear concerning and, coupled with a level of need being seen in local schools arguably at an all-time high, the case for reviewing professional contributions to preventing such outcomes seems timely. Here, I consider a number of key approaches schools can consider in their work with their link MAST Educational Psychologist (EP) to set about preventing exclusions and suspensions and strengthening our inclusive approaches through partnership working.

Exclusions & Impact

By far the most common reason given for excluding a child is "persistent disruptive behaviour": however, there can be absolutely no doubt that schools implement exclusions as an absolute last resort. Each week I am staggered by the extensive efforts and adjustments school staff take to avoid taking this significant step and, it is with this in mind, I know how schools understand the far-reaching consequences of such actions. This overview outlines how EPs can work collaboratively within MAST and with schools, families, and external agencies to create inclusive environments, address behavioural challenges, and foster positive outcomes for all children.

Understanding the Causes of Exclusion

Firstly, MAST EPs work closely with schools to understand the contextual factors contributing to disruptive behaviour and school disengagement. Some common factors include:

• Social and Emotional Challenges: Mental health difficulties, trauma, or unmet emotional needs often manifest as challenging behaviour.
• Special Educational Needs and Disabilities (SEND): Conditions such as autism, ADHD, or speech and language difficulties can lead to behavioural concerns.
• Environmental Factors: Socioeconomic disadvantage and or exposure to adverse childhood experiences (ACEs) can exacerbate behavioural issues.
• School-Related Factors: Teacher-pupil relationships and behaviour management approaches.

The Role of Educational Psychologists

MAST EPs strive to bring their knowledge of child development, learning, and mental health, enabling us to address the multifaceted factors at play. Below are six important aspects of our work:

1. Assessment and Early Intervention

MAST EPs can help schools identify at-risk pupils through:

• Holistic Assessments: Conducting comprehensive evaluations of a child’s cognitive, social, emotional, and environmental factors to understand the root causes of their behaviour.
• Behavioural Analysis: Using tools like functional behaviour assessments (FBAs) to pinpoint triggers and develop targeted interventions through data-driven feedback.
• Screening Tools: Supporting schools to implement universal screening for mental health and behavioural issues, allowing early identification and intervention.

2. Developing Inclusive Policies and Practices

MAST EPs can guide schools in creating environments that promote inclusion and reduce exclusion risks by:

• Policy Development: Advising on behaviour and SEND policies that prioritise collaborative, child-centred, consistent practices
• Staff Training: Delivering professional development on trauma-informed practices, de-escalation techniques, and ‘adjustment’ strategies.
• Promoting Positive Behaviour Support: Encouraging whole-school approaches to behaviour management that focus on reinforcing positive behaviour and addressing underlying needs.

3. Collaborative Problem-Solving

MAST EPs can work with school staff, families, and other professionals to design and implement tailored interventions. This includes:

• Multi-Agency Meetings: Facilitating discussions between schools, parents, social workers, and healthcare providers to coordinate support for at-risk pupils.
• Individualised Support Plans: Collaborating on strengthening Individual Behaviour Plans (IBPs) to address specific needs.
• Restorative Practices: Mediating conflicts between staff and pupils to rebuild relationships and restore trust.

4. Supporting Emotional and Mental Health

Addressing the emotional wellbeing of pupils is central to reducing exclusion risks. EPs can:

• Provide Therapeutic Interventions: Deliver one-to-one or group support, such as cognitive-behavioural strategies, solution-focused brief therapy, or social skills training.
• Promote Resilience: Work with schools to integrate resilience-building activities into the curriculum.
• Offer Supervision for Staff: Provide emotional support and reflective supervision for teachers dealing with challenging behaviour, reducing burnout and enhancing their capacity to support pupils.

5. Monitoring and Evaluation

EPs can assist schools in measuring the effectiveness of interventions and refining strategies over time. This involves:

• Data Analysis: Reviewing attendance, behaviour, and academic performance data to identify trends and assess intervention impact.
• Feedback Mechanisms: Gathering input from pupils, parents, and staff to inform ongoing improvements.
• Research and Evidence-Based Practice: Applying findings from educational psychology research to tailor interventions to the school’s specific context.

6. Parental Engagement

• Involve parents in the development of behaviour plans and school initiatives.
• Offer workshops to equip parents with strategies to support their child’s learning and emotional wellbeing.

Conclusion

MAST EPs continually seek to develop partnership working with schools. We realise the immense pressure schools are under to address the significant and seemingly unending heightening of individual child need, whilst the pressures of declining budgets and ongoing emphasis on ‘standards’ march on. I hope the summary above offers ‘food for thought’ in how we can work with schools as part of a broader MAST service to be proactive and responsive to this constant source of pressure and concern. We believe that, in working together, we can set about creating supportive environments where all children and staff have the opportunity to thrive and achieve.