Out of sight: exclusions, alternative provision and later life outcomes 

This project will explore the extent to which approaches to removing disruptive pupils from schools affect their education, labour market, justice, and health outcomes.   

Why this project is important

Permanent exclusion is the strongest sanction a school can impose on a young person. It is a punitive measure that can further entrench disadvantage, since exclusion has been linked to negative effects on educational attainment, employment, youth custody, and mental health. Research has typically focused on inequalities whereby certain groups are disproportionately likely to be excluded, or on correlational evidence that identified wide ranging negative outcomes of exclusion. However, there has been a lack of research examining the causal relationship between outcomes and exclusions.  

How the research will be carried out

The research team will address this gap by examining the impact of exclusion on four domains: education, labour market, crime, and health. Five research questions have been formulated: 

1. What is the impact of permanent exclusion on: education (qualifications and participation); labour market activity (employment and benefits); the likely of being cautioned or sentenced; and hospital admissions, A&E attendances, and treatment from mental health services?  

2. What is the impact of a managed move as an alternative to permanent exclusion? 

3. For excluded pupils, what is the impact of attending an alternative provision school compared to remaining in a mainstream school? 

4. How does impact vary by SEND status and primary need? 

5. How do policymakers and practitioners perceive and discuss evidence related to the impacts of exclusion and alternative provision?  

The research will begin with a review of policy and practice in relation to exclusions, managed moves, and alternative provision to contextualise subsequent work. This review will include consideration of relevant policy documents and local authority fair access protocols as well as a small number of interviews with policy experts.  

The quantitative work will comprise secondary analysis of administrative data. An exploratory phase of work will show how exclusions, managed moves, and alternative provision attendance varies geographically and by pupil characteristics. It will also explore options for undertaking causal analysis and thereby determine the shape and scope of a subsequent evaluative phase work.  

How this project will make a difference

Workshops will be organised with key stakeholders. Online survey experiments with practitioners will help clarify the impact of evidence framing on preference for disciplinary sanctions and how the research findings might affect the perceived acceptability of particular sanctions. If the results do produce strong causal evidence of negative consequences from exclusion, the team aim to ensure the Department for Education Behaviour Guidance is appropriately updated.