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The impact being excluded from school for young people with ACS

At increased risk

Children with special educational needs (SEN) are up to five times more likely to be excluded from school. With support, they are still more than twice as likely to be excluded than children without SEN.


Communication is key.

All children mature at different rates. But special educational needs have been linked to noticeable delays in the ability to communicate.


Communication is key to our understanding of behaviour. If a child struggles to communicate how they are feeling, they may lash out or otherwise appear to be misbehaving.



Struggling with expectations

Pupils are often expected to speak up if they are struggling. But those with additional needs can find this to be a barrier.


When things escalate

These small issues can escalate quickly. The typical response of schools is to defuse the situation by isolating students who have been misbehaving. This can have the opposite effect for those struggling to handle their emotions.


‘Isolation gets you stressed out more. You’re in a little room, trapped, with so many people.’

Isolation and exclusion do more harm than good – damaging a child's learning and having negative impact on their mental health.


Listening and learning

Change is possible. Schools can make sure they are equipped to break the cycle.


Tools such as behaviour management charts focus on positive behaviour and flag behaviours that need to be changed, rewarding good behaviour. Young people are given the chance to reflect and see where they need to improve.


'It helped a lot because it made me look forward to what I wanted.'


Reward systems give children incentives and nurture progress. They help professionals build relationships with students and break the cycle of disruptive behaviour and punishment.


To find out more about Educ8 schools please contact us on 0161 483 1505 or email info@educ8.org.uk

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