England Secondary School Isolation Rooms Almost Tripled
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The Hidden Epidemic of Isolation Rooms in England’s Secondary Schools
The number of secondary school students in England being removed from class and placed in “internal exclusion” has almost trebled in three years, according to data from Arbor. This trend is not just a symptom of the more publicized debate around exclusions; it also speaks to deeper systemic problems within our education system.
From 5% in 2022/23 to 13% in 2025/26, the proportion of secondary pupils removed from normal lessons has increased significantly. Disadvantaged children are disproportionately affected, with over one in five (22%) taken out at least once that year – up from an alarming 8% three years ago. Children with special educational needs and disabilities (SEND) are also overrepresented, making up 18% of students with a plan being removed from class.
Internal exclusions were initially touted as a more humane alternative to permanent exclusions or suspensions. However, critics argue that these measures can have devastating effects on the mental wellbeing and educational outcomes of affected pupils. The real question is not whether internal exclusion is effective in managing behavior but why its usage has skyrocketed, particularly among disadvantaged groups.
Primary school students are less likely to be internally excluded, with fewer than 1% being removed at least once a year according to data from Arbor. However, this figure underestimates the scale of the problem since it only accounts for schools using Arbor’s system. The actual number is likely much higher.
Educators and experts emphasize the complexity of managing student behavior in secondary schools. While there are valid arguments on both sides regarding the use of internal exclusions, what is evident is the need for a more comprehensive understanding of how these measures impact students’ lives. Dame Rachel de Souza’s assertion that every child should be supported to learn alongside their peers while emphasizing the importance of providing high-quality education within internal exclusion settings resonates deeply.
The challenge lies in ensuring that schools prioritize both disciplinary measures and the educational needs of all pupils, particularly those who are already disadvantaged. The divergent trends in exclusions and suspensions vs. internal exclusions warrant further investigation. As Weatherill from Arbor notes, “the scale of this increase, particularly among disadvantaged pupils, should prompt us to look more closely at what is driving it.” It’s not just about finding the cause but also addressing the underlying systemic issues that lead to such drastic measures being taken.
The Education Policy Institute has called for transparency and legal protections within our education system. How internal exclusions are used, their duration, and the consequences for affected pupils must be brought into the open. This is not just about numbers but about the human impact on students who are already vulnerable.
Reader Views
- SBSam B. · deal hunter
It's surprising that internal exclusions are getting more attention for their devastating effects on kids' mental wellbeing and academic prospects, rather than the stark inequality in how they're doled out. The article mentions disadvantaged groups being overrepresented, but it's worth noting that this mirrors a broader trend: schools with lower socioeconomic status often have to rely more heavily on internal exclusions due to resource constraints, creating a self-perpetuating cycle of underinvestment and disengagement.
- TCThe Cart Desk · editorial
The internal exclusion epidemic in English secondary schools is a ticking time bomb waiting to unleash its full fury on these vulnerable children. While we're fixated on the optics of internal exclusions as a supposedly more humane alternative to permanent exclusions, we're ignoring the root cause: systemic neglect of students with complex needs and inadequate support for teachers who are struggling to cope with rising class sizes and reduced resources. We need to look beyond the numbers and focus on creating an education system that truly supports these children's wellbeing, not just manages their behavior.
- PRPat R. · frugal living writer
While the alarming rise in internal exclusions highlights the pressing need for reform, let's not overlook the elephant in the room: the role of standardized testing and curriculum pressures on teachers' ability to manage classroom behavior. Teachers are increasingly at breaking point, often forced to prioritize discipline over pedagogy due to the high-stakes exam culture. Until we address these systemic issues, temporary fixes like reducing internal exclusions will only scratch the surface of the problem.