School exclusions are a form of structural racism, and indicate deep failings within educational settings.

History on loop: the sustained impact of school exclusions on Black communities, was produced with colleagues at the Communities Empowerment Network, and outlines how disproportionate exclusions against Black pupils - Black Caribbean pupils in particular - expose deep-rooted structural racism within our education systems. 

Through detailed interviews with people who have been excluded and their families, we go beyond the statistics to outline not just the direct harm that school exclusions cause to pupils, both in the immediate and long term, but also to their families and wider communities.

History on loop reveals a worrying pattern of schools excluding low-performing students to improve exam results, rather than supporting children with their educational needs. Far from being a last resort, we show how exclusions are frequently used prematurely, particularly against Black, Gypsy, Roma and Traveller pupils, and pupils with diagnosed and undiagnosed SEND (Special Educational Needs and Disabilities). This contributes to worsening educational outcomes and reinforces cycles of disadvantage.

Evidence also reveals an alarming pattern of under-diagnosis of SEND among pupils from minoritised ethnic groups – particularly Black boys – who are too often perceived as disruptive rather than recognised as needing support. 

“When you focus too much on results, you miss the people, and I feel like a lot of people were missed when I was in school because the interventions weren’t put in place.” - Jeremiah*

Structural racism in schools isn’t always about overt prejudice. Often, it’s about what is missing – cultural understanding, emotional support, mentors who reflect the identities of their students and a system that sees young people as whole human beings rather than just academic performers.

School exclusions stay with pupils long into their adult life, impacting self esteem, low self worth and often directly funnelling people into the criminal justice system as a result. Many people who have been excluded end up working in education much later in life to try and prevent the same harms from continuing.

“Give me the normal education that I was capable of. Just give me a proper education. Treat me like everyone else.” - Nigel*

Other key findings in the report include:

• School exclusions represent not only a failure to provide for unmet needs of pupils, but also to recognise how structural disadvantage and racism - both within and beyond the classroom - impact a child.
• Consistent failings in the way that schools manage exclusions. Many parents are left in legal uncertainty, with children at times kept at home unlawfully and without schoolwork to complete due to unclear communication.
• Exclusion records often exaggerated incidents, reinforcing damaging stereotypes and contributing to the over-policing of Black students.
• The appeals system is set up to fail families; the pressure of advocating for the child, navigating legal systems often without support, takes a deep personal toll on parents, mothers in particular, and the wider network of people trying to support them

Our recommendations, further detailed in the report, include:

• Centring anti-racism in school policies and practice
• Investing in early, holistic and culturally appropriate intervention
• Reforming behaviour policies and interventions, to prevent disproportionate sanctions
• Implementing a national moratorium on school exclusions
• Delivering timely and inclusive SEND support
• Guaranteeing educational continuity and support through exclusion
• Embedding racial literacy and anti-racism as core professional competencies among the education workforce

Additionally, you can download our School Exclusions Support Pack, which signposts a range of resources and organisations available to families facing exclusions.

*Names have been changed.