A recent study from The University of Manchester highlights significant concerns regarding the use of isolation rooms in schools, indicating that these practices are detrimental to student wellbeing. The research, published in the British Educational Research Journal, is the first large-scale examination of internal exclusion in England. It uncovers that isolation, a method often employed to manage disruptive behavior, is more prevalent and harmful than many parents and educators might realize.
The findings reveal that students placed in isolation frequently experience loss of learning time and feel alienated from their peers. This isolation, also known as internal exclusion, typically involves removing a student from their classroom and requiring them to work alone in a separate room. Notably, there are no national guidelines governing the duration or conditions under which isolation should be applied, unlike suspensions or permanent exclusions.
Key Findings from the Research
The study analyzed data from the #BeeWell programme, which surveyed over 34,000 pupils across 121 mainstream secondary schools in Greater Manchester. The results indicated that approximately 8.3% of students reported being placed in isolation at least once a week, often for extended periods.
Several critical disparities emerged from the data:
– Students with recognized special educational needs were over twice as likely to be subjected to isolation.
– Pupils on Free School Meals faced a likelihood of isolation more than one and a half times greater than their peers.
– LGBTQ+ students were nearly twice as likely to be isolated compared to their counterparts.
– Black, Asian, and mixed heritage students experienced isolation at higher rates than their White British peers.
Dr. Emma Thornton, the lead author of the study, emphasized the hidden nature of internal exclusion, stating, “Internal exclusion is happening every day in classrooms across England, yet it is largely hidden from view. We know that it can provide an effective short-term solution for teachers dealing with disruption, but our findings show that it is disproportionately applied to young people most in need of support.”
The research points to the urgent need for schools to adopt more supportive methods of behavior management. Among the recommendations are restorative practices that focus on repairing harm and rebuilding relationships, as well as trauma-informed approaches that recognize the underlying causes of disruptive behavior.
Calls for Reform and Inclusion
The #BeeWell initiative is part of a broader coalition of organizations advocating for a clearer definition of inclusion in schools. They propose that this definition should be measurable through data on lost learning time, including periods spent in isolation, suspension, and absenteeism. The campaign is urging policymakers to incorporate guidance in the upcoming Schools White Paper that supports schools in improving student inclusion and reducing the time spent away from classrooms.
Kiran Gill, CEO of The Difference charity, stated, “What’s needed is more research and practice-sharing on effective ways to set up internal spaces that are diagnostic, supportive, and get children back to class as soon as possible.” Gill also mentioned that the organization is collaborating with schools nationwide to better understand and measure inclusion, aiming to create environments that assist students in crisis before their challenges escalate.
The findings from this research underscore the importance of re-evaluating current disciplinary practices in schools. By fostering a more inclusive environment, educators and policymakers can better support students in achieving their potential and maintaining their mental health.
As the dialogue around these issues continues, the implications of the study may lead to necessary changes within the educational system, ultimately benefiting students across England and beyond.
