Explained: Only suspend pupils for most serious behaviour, DfE tells schools
Only suspend pupils for most serious behaviour, DfE tells schools is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
Ministers have said schools should only suspend pupils in the most serious cases of poor behaviour and violence, as the Department for Education looks to publish guidance for schools on the use of internal suspensions. Internal suspensions, often referred to as internal exclusions, involve a pupil being removed from a classroom due to poor behaviour but remaining within the school.
Key details from the report
- Suspensions involve the pupil being sent home.
- But Education Secretary Bridget Phillipson said suspensions – which increased by 21 per cent between 2022-23 and 2023-24 – can “easily mean children retreating to social media, gaming and the online world instead of serving their punishment”.
- A the report investigation also found widespread use of internal exclusions , with secondary schools that use internal exclusion isolating almost a fifth of their pupils from their classmates at least once each year.
- The DfE says a new framework will ensure “consistency, fairness and quality” and “strengthen the impact of suspensions, reduce exposure to social media and safeguard young people”.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
