Concerns over punitive disciplinary practices in schools are mounting across England, with parents and students reporting experiences they describe as 'cruel' and 'authoritarian.' These issues are particularly acute for students with special educational needs, who are reportedly being sanctioned for behaviors linked to their disabilities.
At town-hall events, over half of the parents and pupils attending expressed worries about the impact of these policies on students with special educational needs. Finn, a student with ADHD, described the school environment as one where he was "constantly scared that you're going to do something wrong." Faye shared that her son, who has special educational needs, spent 96 hours in reflection last school year, leaving him feeling like he was "failing." Zara recounted that her autistic daughter, Hannah, who has hearing difficulties, was repeatedly removed from class because her needs were not recognized. "Behaviour is just put down to persistent defiance and bad behaviour, and they're punished for it," Zara said. "It's never recognised as being linked to their disabilities."
Education journalist Laura McInerney, co-founder of Teacher Tapp, highlighted that academy trusts, which operate without direct supervision from local councils, can complicate the complaints process. Parents may have to contact trusts located far away, and responses may be limited to written correspondence.
Recent investigations have brought attention to extreme disciplinary measures. A BBC's File on 4 Investigates report found a school in Wakefield, West Yorkshire, placed a pupil in isolation for over half an academic year. A safeguarding review last year also revealed an east London school's zero-tolerance policy, which involved routine humiliation and prioritized control, leading to lasting psychological harm for some children.
A law firm is currently investigating potential legal claims on behalf of 50 families who believe their children were subjected to excessive or inappropriate disciplinary measures.
However, some argue that rigorous discipline and high expectations can be beneficial for students. Tom Bennett, the government's advisor on behaviour, stated that discipline is crucial, even for children with special educational needs. He believes that a "calm, safe, dignified environment" is essential for students with conditions like ADHD or anxiety disorders, as external distractions can be highly disruptive.