Study finds that one in 12 high school students are placed in isolation rooms at least once a week | Schools
Research reports that one in 12 secondary school students are placed in school isolation rooms at least once a week, where they often spend more than eight hours, missing more than a full day of lessons.
Children with special educational needs were more than twice as likely to be segregated, also known as internal exclusion, while students from low-income backgrounds were also disproportionately affected.
Through student self-reported data, the researchers found that pupils receiving free school meals were more than one and a half times more likely to be isolated than their wealthier peers.
The University of Manchester’s research found that children who identified as LGBTQ+ were almost twice as likely to be isolated, while black, Asian and mixed-race children were also more likely to be isolated than their white British peers.
The use of seclusion, especially seclusion stalls, has become a growing concern among some parents, who complain the overly punitive system is detrimental to their children’s education and mental health.
Seclusion usually involves removing a pupil from class for disruptive behavior and asking him or her to work alone or in silence in a separate room, but parents complain that children can be isolated for simple violations of school rules, which those with complex behavior and special needs may find difficult to adhere to.
Unlike suspensions or permanent disqualifications, there are no national rules on how seclusion can be used, or for how long, and no publicly available national data.
The Manchester study, published in the British Journal of Educational Research, is the first large-scale investigation into internal exclusion. Researchers say this shows the practice is more widespread and harmful than parents or school leaders realize.
They analyzed survey data from the #BeeWell programme, a study into young people’s wellbeing based on a survey of 34,000 pupils in 121 mainstream secondary schools across Greater Manchester.
They found that 8.3% reported being placed in isolation at least once a week, and that the average time pupils said they spent in isolation was 8.5 hours per week. Those who were isolated complained that their sense of belonging had been affected, had worse relationships with teachers and lower levels of mental health.
“Internal exclusion happens every day in classrooms across England, but it is largely hidden from view,” said Emma Thornton, lead author of the report. “We know it can provide an effective short-term solution for teachers who are dealing with disruption in their classrooms and who want to create the conditions for all pupils to succeed.
“But our findings show that it is disproportionately applied to young people who need support most, and leads to learning loss, poor connections with teachers, and in some cases poor mental health.”
Earlier this year, the High Court upheld the use of isolation kiosks in schools in England, dashing the hopes of campaigners who claim the kiosks cause stress and stigma for pupils.
Lawyers for three families said prolonged use of isolation stalls due to disruptive or violent behavior was depriving children of an education at John Smeaton Academy in Leeds. One child spent 83 days in isolation and 14 days in suspension, more than half the school year.
Ms Justice Collins Rice found the school “did not go beyond what the law or good practice allows”, despite questions about the “reasonableness” of the policy and the lack of alternatives.
Neil Humphrey, lead professor at #BeeWell, said: “We know that schools face huge pressures in managing behaviour, but our evidence suggests that isolation is not the answer.
“We need to invest in positive behavior supports, restorative approaches, and better mental health services – strategies that keep children connected to their learning and their school community.”
“What is needed is more research and sharing of practices on effective ways to create diagnostic and supportive indoor spaces and get children back into the classroom as soon as possible,” said Kiran Gill of The Difference, an education charity that aims to integrate whole schools.
Ellie Costello of Not Fine in School, which supports children and families struggling to attend school, wants the government to ensure mandatory reporting of the use of seclusion in mainstream schools, as is already the case with suspensions and exclusions.
Tom Bennett, a teacher and former adviser to the Department for Education (DfE) on behavior policy, said: “When students continually disrupt lessons, attack or harass students or staff in lessons, schools have no choice but to temporarily remove students from lessons.
“What other choice do they have? This is another attack on schools’ duty to keep students safe and free from abuse, by people with an ax to grind against all forms of adult authority.”
A DfE spokesman said there should be high expectations about pupils’ behavior and schools should expect parents to support them. “We are determined to tackle the causes of misbehavior – including through access to dedicated mental health professionals in every secondary school,” they said.