A recent study conducted by a team of academics from Durham and Birmingham universities has shed light on the factors influencing school exclusions and academic attainment in England. Contrary to common beliefs, the research found that ethnicity alone is not a significant determinant of a child’s likelihood of being excluded from school or their academic performance. Instead, poverty and special educational needs emerged as the primary influencers.
The lead author of the study, Prof. Stephen Gorard, emphasized that the correlation between special needs and poverty with exclusions does not establish a causal relationship. He noted that when adjusting for free school meal eligibility or special educational needs status, there were no substantial differences in exclusion rates or academic achievement among various ethnic groups in primary or secondary schools.
Challenging Perceptions
The findings challenge the prevailing notion that certain ethnic groups are disproportionately affected by school exclusions and suspensions. While acknowledging the complex intersection of ethnicity and class that impacts children’s access to educational opportunities, the research highlights the importance of considering multiple factors beyond ethnicity alone.
Dr. Shabna Begum, the chief executive of the Runnymede Trust, emphasized that the educational experiences of minority ethnic groups are influenced by a complex interplay of race and class that is challenging to quantify. She stressed the need to address structural racism in labor markets and housing systems, which contribute to disparities in economic conditions among different ethnic groups.
Unveiling Hidden Realities
Dr. Kulvinder Nagre, a research and policy coordinator for Race on the Agenda, raised concerns about “informal exclusions” such as off-rolling, which are not captured in official data. Nagre highlighted the disproportionate impact of informal exclusions on black and global majority children, as well as Gypsy, Roma, and Traveller communities. He urged policymakers to consider ethnicity as a crucial factor in educational interventions to ensure equitable outcomes for all children.
The study, published in the journal Education Sciences, analyzed data from the Department for Education’s national pupil database in 2019. It revealed that prior attainment and special needs/disability status are the primary drivers of academic achievement at both primary and secondary school levels. Individual pupil ethnicity was found to have minimal explanatory power in predicting attainment or exclusions compared to these factors.
While the research emphasized the significance of addressing poverty and special needs in tackling school exclusions, it also underscored the role of school segregation in influencing disciplinary outcomes. Schools with high concentrations of disadvantaged students or specific ethnicities were more likely to exclude pupils, highlighting the need for policy changes to promote integration and equity within the education system.
Pepe Di’Iasio, the general secretary of the Association of School and College Leaders, emphasized the importance of government intervention to mitigate the risk of exclusions and improve academic outcomes for disadvantaged students. He called for collective efforts to break the cycle of generational disadvantage and create a fairer, more inclusive society.
In conclusion, the study’s findings challenge conventional wisdom surrounding ethnicity and school exclusions, highlighting the complex interplay of poverty, special needs, and school segregation in shaping educational outcomes. By addressing these multifaceted issues and promoting equitable policies, stakeholders can work towards creating a more inclusive and supportive educational environment for all children.
