Readers Question Characterization of Internal Exclusions in English Schools

Quick Brief
Following reports that internal exclusions nearly tripled over three years in England's secondary schools, readers have shared personal accounts challenging the characterization of the practice as a form of inclusion. One former student described spending months in an isolation room due to disadvantaged background and undiagnosed dyslexia, receiving only printed handouts instead of standard instruction.
What Happened?
Readers responded to a recent article detailing a near-tripling of internal exclusions in secondary schools across England. While behavior management expert Tom Bennett was quoted describing internal exclusions as a form of inclusion, a former student challenged this perspective based on personal experience in an isolation room.
Why It Matters
The discussion highlights concerns regarding disciplinary measures in secondary schools, particularly how internal exclusions affect disadvantaged pupils and students with learning difficulties like undiagnosed dyslexia by separating them from regular classroom learning.
Key Facts
- Use of internal exclusions in England's secondary schools nearly tripled over a three-year period.
- Behavior expert Tom Bennett previously characterized internal exclusions as a form of inclusion.
- A former student shared that internal exclusions felt like isolation rather than inclusion.
- The affected student noted being from a disadvantaged background and having undiagnosed dyslexia.
- Internal exclusion involved receiving printed lesson notes rather than learning alongside peers.
Compiled from 1 outlet
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