Abstract

This policy brief is based on the thematic analysis of interviews with 46 headteachers (HTs) regarding their views on whether or not there are benefits to school exclusion. Through thematic analysis, the findings showed a 50/50 divide of HTs who described benefits of the practice of school exclusion and those who acknowledge there was no benefit to the child, family, or school. The benefits shared included: to keep staff and other children safe, to give the child and caregivers time to reflect on the seriousness and consequences of their behaviour and to find external solutions. Those who proposed there were no benefits to school exclusion based their views on the belief they did not solve the behavioural difficulties but rather gave children a few days off school to enjoy themselves.