In early 2026, the UK government made its position clear: pupils should not automatically be sent home for non-violent disruptive behaviour. Instead, new guidance encourages schools in England to use internal suspension as a short, structured and purposeful intervention that keeps pupils on site and connected to their learning.

This approach reflects growing concern about rising suspension rates and the long-term impact that exclusionary practices can have on pupils’ wellbeing, relationships and educational outcomes. It also marks a wider shift in how behaviour is understood in schools: away from control and punishment and towards support, understanding and prevention.

Why punitive approaches often fail

For many years, suspension and exclusion have been used as a default response to persistent disruptive behaviour. However, evidence increasingly shows that punitive measures rarely deliver meaningful or lasting improvements.

Rather than addressing the issue, they often disconnect pupils from the support they need most. Time away from school can contribute to poorer mental health, reduced self-worth and increased disengagement from learning. In many cases, behaviour returns or escalates once the pupil is back in class, with no clear academic benefit gained.

Being sent home also creates additional risks. Unstructured time, increased screen use and lack of supervision can compound existing difficulties, particularly for pupils from vulnerable backgrounds.

Isolation rooms, where they exist, can raise similar concerns. When used without clear purpose or appropriate support, they may feel confusing or distressing, especially for pupils with Special Educational Needs and Disabilities (SEND).

Internal suspension should be more than removal from class

The Department for Education has been clear that internal suspension should not be a holding space or a substitute for exclusion. Instead, it should function as a meaningful, time-limited intervention that supports learning, reflection and reintegration.

When implemented well, internal suspension:

• maintains a clear boundary around behaviour

• avoids unnecessary loss of learning

• creates space for reflection and regulation

• supports a planned return to the classroom

Crucially, it allows schools to reinforce expectations while preserving dignity, relationships and a sense of belonging, all of which are essential for long-term behavioural change.

Understanding behaviour, not just stopping it

One of the strongest messages behind the new guidance is the need to address the root causes of behaviour.

Challenging or disruptive behaviour is often linked to unmet needs, emotional distress, trauma, anxiety or communication difficulties. Control-based systems may stop behaviour temporarily but they rarely address what is driving it.

Lasting change comes from building trust and connection. This requires staff to feel confident in recognising early signs of distress, responding proportionately and using preventative strategies before situations escalate.

Training makes the difference

Internal suspension cannot succeed in isolation. Without the right training, schools risk replicating punitive practices under a different name.

To implement internal suspension effectively, staff need practical skills in:

• early intervention and de-escalation

• trauma-informed, person-centred approaches

• positive behavioural support strategies

• managing risk while maintaining safety and dignity

This is where specialist training becomes essential.

How SecuriCare supports schools

Since 1995, SecuriCare has provided high-quality training and consultancy to staff working in schools, academies, colleges and universities.

Our education training programmes focus on preventing and managing disruptive, challenging and hazardous behaviours in ways that reduce reliance on punitive and restrictive practices. By supporting staff to understand behaviour and intervene early, we help schools create safer, more supportive environments where pupils can remain engaged in their learning.

Training is available through flexible online and classroom-based options and can be tailored to meet statutory guidance as well as the specific needs of individual settings.

Moving forward with confidence

Suspensions will always have a role in maintaining safety and boundaries. However, the direction of travel is clear. Schools are being encouraged to keep pupils included, supported and learning wherever possible.

Internal suspension, when underpinned by the right training and systems, offers a way to do exactly that.

If your school or academy is reviewing its approach to behaviour, internal suspension or restrictive practices, speak to our specialist education training team. We can help you embed preventative, person-centred strategies that support staff, protect pupils’ wellbeing and turn policy into positive practice.