Children placed in school ‘isolation rooms’ are losing learning time, feeling cut off from their peers and suffering damage to their wellbeing, according to new research from The University of Manchester.
The study, published in the British Educational Research Journal, is the first large-scale investigation into internal exclusion in England and reveals that the practice is far more common – and harmful – than many parents or school leaders may realise. The researchers hope their findings will spark urgent debate among teachers, policymakers and parents about how schools can support pupils to achieve and flourish using alternative approaches to managing their behaviour.
One in 12 pupils reported being placed in isolation at least once a week and the average time spent in isolation was 8.5 hours a week – more than a full school day
The team of experts analysed survey data from the #BeeWell programme which included more than 34,000 pupils at 121 mainstream secondary schools across Greater Manchester.
Among their recommendations are methods that are restorative (focusing on repairing harm and rebuilding relationships rather than solely on exclusion) and trauma-informed (recognising that some disruptive behaviour may stem from underlying trauma or adverse experiences). The research recognises the challenges of managing behaviour but calls for the development of alternative approaches.
Isolation – also known as internal exclusion – involves removing a pupil from class for disruptive behaviour and making them work alone or in silence in a separate room. Unlike suspensions or permanent exclusions, there are no national rules on how isolation should be used, or for how long.
“Internal exclusion is happening every day in classrooms across England, yet it is largely hidden from view,” said lead author Dr Emma Thornton.
“We know that it can provide an effective short-term solution for teachers dealing with disruption in their class, who want to create the conditions for all pupils to thrive. But our findings show that it is disproportionately applied to young people most in need of support, and leads to lost learning, weaker connections with teachers, and in some cases poorer mental health.”
