Exclusions and Children with Special Educational Needs: Why Understanding, Not Punishment, Must Come First
Excluding a child from school is one of the most serious actions an educational setting can take. For children with special educational needs and disabilities (SEND), the impact of exclusion can be even more profound — often leading to emotional distress, fractured trust, and long-term disengagement from education.
We believe every exclusion represents a missed opportunity to understand the child’s needs more deeply. So why are children with SEND disproportionately excluded, and what can schools do differently?
The Reality Behind the Numbers
National data consistently shows that children with SEND are far more likely to be excluded than their peers.
According to the Department for Education, pupils with an Education, Health and Care Plan (EHCP) are five times more likely to face exclusion, while those receiving SEN support are nearly four times more likely.
These figures don’t reflect a lack of ability or potential — they reflect unmet needs. Often, what is labelled as “poor behaviour” is really a form of communication: anxiety, frustration, sensory overload, or a response to trauma.
Understanding the Root Cause
When a child with additional needs presents challenging behaviour, schools must ask “What is this behaviour telling us?” rather than “How can we stop it?”
For children with autism, ADHD, speech and language difficulties, or social, emotional and mental health (SEMH) needs, behaviour can be a signal that:
The environment feels overwhelming or unsafe
Instructions weren’t understood
Sensory sensitivities are triggered
Emotional regulation skills are underdeveloped
Trust in adults has broken down
Responding with exclusion — rather than investigation and support — risks worsening the very behaviours schools are trying to reduce.
A Restorative and Reflective Approach
At Rosewood, we use restorative practice and trauma-informed strategies to address challenging behaviour. Instead of punishment, we focus on repairing relationships, rebuilding trust, and restoring safety.
This includes:
Functional behaviour analysis (understanding triggers and patterns)
Individual action plans
Sensory adjustments and quiet spaces
Collaborative problem-solving with families
Supporting Schools to Do Better
Preventing exclusion doesn’t mean accepting unsafe or disruptive behaviour. It means creating systems that look beyond the surface — ensuring that staff are supported, training is embedded, and interventions are timely and evidence-based.
Key strategies include:
Regular staff CPD in trauma-informed practice and neurodiversity
Consistent communication between SENCOs, parents and external professionals
Early intervention for anxiety, dysregulation and attendance issues
Reviewing and adapting behaviour policies to reflect inclusive values
The Bigger Picture
Exclusion should never be seen as an inevitable outcome for children with SEND.
It is a sign that something in the system — not the child — isn’t working.
By focusing on understanding, connection and proactive support, schools can support every learner to remain part of their community and reach their potential.