Could This Approach Help Your School Reduce the Risk of Exclusion?

Permanent exclusion is rarely about a single incident. More often, it reflects unmet needs, escalating pressures, and a lack of time to step back and understand what a young person is communicating through their behaviour. 

The Enable Inclusion Team (EIT) developed a Reducing Permanent Exclusion Risk approach to support pupils at highest risk — and there may be valuable lessons here for schools. 

The Role of Educational Psychologists 

Educational Psychologists (EPs) were central to this work. By working alongside schools, pupils, and families, EPs helped shift the focus from managing behaviour to understanding need. 

They supported schools to: 

• Build a shared understanding of pupils’ strengths and difficulties 

• Use tools such as the Strengths and Difficulties Questionnaire (SDQ) and a Permanent Exclusion Risk Score to guide decisions 

• Develop practical, evidence-based strategies staff could use consistently 

• Strengthen relationships with families 

Support was longer-term and relationship-based, typically lasting several months, allowing time for trust and change to develop. 

What Difference Did It Make? 

The impact was encouraging: 

• Almost 95% of pupils supported were not permanently excluded 

• Exclusion risk reduced and improvements were sustained 

• Attendance improved and suspensions reduced 

• Parents and teachers reported improvements in wellbeing 

What Can Schools Take From This? 

Many schools already do parts of this work. The EIT approach shows the value of bringing these elements together in a structured way: 

• Creating space to understand why behaviour is happening 

• Using simple tools to track risk and wellbeing 

• Working collaboratively with families 

• Drawing on Educational Psychology expertise to support reflection and planning 

A Moment to Reflect 

Schools might ask: 

• Which pupils in our school are currently at risk of exclusion? 

• How confident do staff feel in supporting them? 

• Could Educational Psychology input help us work differently — and earlier? 

With the right support at the right time, permanent exclusion does not have to be inevitable. 

Upstream: Best practice examples from specialist, AP and mixed school trusts | Confederation of School Trusts