A study from The University of Manchester has identified key factors linked to school suspensions and suggested ways to reduce them. Published in the British Educational Research Journal, the research analyzed survey responses from over 19,000 secondary school students in Hampshire and the Isle of Wight, combined with administrative records. Students who received special educational needs (SEN) support or had an Education, Health and Care Plan (EHCP) were more than twice as likely to be suspended compared to those without SEN. Similarly, students eligible for free school meals were nearly two and a half times more likely to be suspended than those who weren’t. Other factors linked to higher suspension rates included experiencing peer pressure, bullying, or recent substance use. On the other hand, the study found that students who felt a sense of belonging at school, were satisfied with their academic progress, had positive relationships with teachers, and had better emotional regulation skills were less likely to be suspended. Researchers emphasize that suspension should not be viewed in isolation but rather as part of a broader context that includes a student’s personal circumstances, relationships, and support systems. The data used in the study came from the #BeeWell program, a youth well-being initiative run by The University of Manchester in partnership with Anna Freud and the Gregson Family Foundation. The program collects information on students’ well-being, along with factors that influence it, such as school experiences, health behaviors, and family and neighborhood conditions. This data was linked with administrative records from local authorities, enabling researchers to analyze students’ experiences alongside suspension and exclusion records. The study included 19,064 students in Years 8 and 10 from 69 secondary schools in Hampshire and Southampton during the 2023–24 academic year. About 6% of these students had been suspended at least once during the year. Lead author Dr. Stephanie Cahill noted that suspension is not just about individual behavior but is influenced by a range of factors, including a student’s background, relationships, and support needs. She stressed the importance of looking beyond discipline and considering what support students might need to stay in school. The researchers highlight the need for early intervention and support, especially for students facing disadvantage or additional educational needs. Strong relationships with teachers and a sense of belonging can help students stay engaged. However, the study notes that it shows associations, not direct cause-and-effect, and more research is needed to understand how schools can best prevent suspensions. Professor Neil Humphrey added that teachers are often under pressure and may use broad disciplinary measures due to limited resources, calling for greater government support to help schools address individual student needs and reduce suspensions.