By Dr Prithvi Perepa, Associate Professor in Autism Studies, University of Birmingham
The Institute for Public Policy Research (IPPR) have recently published their recommendations for reducing the number of children who are losing learning due to school exclusions or parents electively home educating their children. According to their report, the number of school exclusions has risen by a third in one year, parents educating their children at home has increased by 20% and there is an increase in school absences. The evidence suggests that our education system is not meeting the needs of our children, especially those with special educational needs.
Our own research on the exclusion of children on the autism spectrum has found that these children are twice as likely to be excluded compared to children who do not have autism, with boys more likely to be excluded than girls. Both our research and that by IPPR have identified that children’s ethnicity and their social class seem to influence their school outcomes, with children from minority ethnic backgrounds and those receiving free-school meals (a measure for economic deprivation) being disproportionately excluded. Not all children are going to fit only one group of disadvantage. Therefore, it is likely that some children are even more likely to be excluded from their schools. For example, a boy on the autism spectrum, belonging to a minority ethnic group and receiving free-school meals.
While the diversity of students accessing education has changed, this is not represented in the demographics of school teachers and headteachers. In our research we found that around 90% of teaching staff and 96% of headteachers in England identify themselves as White British. There is growing evidence about the importance of role models that students can relate to, for them to feel a sense of belonging within an education context. IPPR recommend the need for schools to represent their local communities with the Department for Education (DfE) and local authorities taking an active role in supporting non-representative schools. I believe that equal emphasis should be given to supporting recruitment and retention of education staff from minority ethnic backgrounds to provide appropriate role models for students from different ethnic groups.
One of the most common reasons for the exclusion of students on the autism spectrum is their behaviour. Schools on the whole seem to take the view that the child is responsible for their problem behaviours and therefore take the route of suspension or exclusion. However, behaviour should be seen as an interaction between the individual and their environment. Therefore, not reflecting on the contributory factors for exclusion or suspension and not providing appropriate support to the students and their families during this period, means that students return to school in the same context, leading to further exclusions and suspensions. To address this cycle of exclusions, the school leadership and teaching staff need to be provided with appropriate training in understanding behaviour and look at more holistic ways to address incidents of challenging behaviour. It is also important that the DfE provides clear guidelines on what reasonable adjustments can be made within a school setting for students with special educational needs with regards to behaviour policies.
Currently, the DfE provides schools with the option to choose the ‘other’ category as a reason for exclusion. In our research, we found that several students on the autism spectrum were being excluded or suspended with this as a reason. Such a category does not provide usable data that can lead to action and improved school experience. It is important that the DfE reconsiders their categories to address this issue.
As IPPR’s analysis suggests, early intervention will save the government considerable amounts of money that is being paid to support students with special educational needs. Supporting students to be in the school will also have a significant impact on family financial status. In their report on school exclusions of disabled children, the charity Contact found that 50% of parents in their survey were unable to work due to their child being excluded, and a third of those who were in employment had to take frequent time off from work when their child has been excluded.
The messages from our research and that conducted by IPPR are similar on many levels, emphasising the need to address school exclusions not by focusing only on the child but looking more holistically at the context of the school, staffing, policies and early support that can be put in place. I am hoping that the current reforms being suggested by the government will take such a comprehensive view of school provision for children on the autism spectrum.
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The views and opinions expressed in this article are those of the author and do not necessarily reflect the official policy or position of the University of Birmingham.