University of Manchester study links multiple risk factors to student suspensions and suggests targeted supports

A new analysis from the University of Manchester has identified a cluster of interrelated factors that place certain pupils at heightened risk of school suspension, highlighting the need for multifaceted preventative strategies. The research underscores that socioeconomic hardship, special educational needs, strained peer relationships, and negative perceptions of the school environment frequently co‑occur among students who face exclusionary discipline.

Socio‑economic disadvantage emerged as a central element, with students from lower‑income households more likely to encounter disciplinary actions. Economic strain can limit access to resources such as tutoring, extracurricular activities, and stable housing, which in turn can affect academic performance and behavior. The study suggests that addressing broader material needs may reduce the pressure that often translates into classroom disruptions.

Students with identified special educational needs (SEN) were also disproportionately represented among those suspended. Learning difficulties, autism spectrum conditions, and other SEN categories can make standard classroom expectations challenging to meet, especially when adequate support is lacking. The findings point to a gap in the provision of tailored instruction and behavioral interventions that could help these pupils stay engaged and avoid punitive measures.

Interpersonal dynamics within schools played a significant role as well. The researchers noted that pupils who experience bullying, social isolation, or belong to peer groups with higher rates of misconduct are more vulnerable to suspension. Negative school experiences, including feelings of alienation or perceived unfairness from staff, further compound the risk. These relational factors suggest that school climate and the quality of student‑teacher connections are critical levers for change.

The authors of the study argue that effective mitigation will require coordinated action across policy, school leadership, and community services. Recommendations include expanding socio‑economic support programs, strengthening SEN provision, implementing restorative justice practices, and fostering inclusive school cultures that prioritize relationship‑building. While the research does not prescribe a single solution, it emphasizes that interventions must address the intertwined nature of the identified risk factors to curb the rising use of suspensions and improve educational outcomes for vulnerable learners.