A new study led by Queensland University of Technology has found that one in five New South Wales public school students has been suspended or expelled at least once before finishing school, raising fresh concerns about the long-term effects of exclusionary discipline and the need for better behavioural support.
The longitudinal study, the first of its kind to follow individual students over time, analysed population data from more than 71,000 NSW public school students. It found that by Year 12, nearly 20 per cent had been suspended or expelled at least once, with two-thirds of those students excluded multiple times.
About one in 20 children were first suspended in primary school, with the rate rising sharply during the early years of high school.
First author Lauren Piltz from the QUT School of Psychology and Counselling said exclusionary discipline was both common and cumulative.
“Most children who are suspended once are likely to be suspended again,” Ms Piltz said. “For some students, exclusion becomes a pattern rather than a one-off consequence and it often begins very early.”
She said the most frequent reasons for suspension were “aggressive behaviour” and “continued disobedience,” while serious offences such as those involving weapons or drugs were rare.
The researchers also found strong inequities in who was most affected. Boys, students from disadvantaged families, and those in regional and remote areas were more likely to be excluded and to face repeated suspensions. Children of unemployed parents were about 10 times more likely to experience 16 or more suspensions than their peers.
Corresponding author Professor Kristin Laurens from the QUT School of Psychology and Counselling and QUT Centre for Inclusive Education said the findings showed suspensions did little to improve behaviour and often deepened inequality.
“This research makes clear that exclusion is not an effective response,” Professor Laurens said. “It doesn’t improve behaviour, and it disproportionately affects the students who already face the greatest barriers. Instead of removing children from school, we need to focus on inclusive, evidence-based strategies that teach social, emotional and behavioural skills from the early years.”
Professor Linda Graham, co-author from the QUT School of Education and Director of the QUT Centre for Inclusive Education, said the research highlighted the importance of early intervention and consistent support.
“Every suspension represents lost learning and lost connection with school,” Professor Graham said. “If we want to improve student engagement and wellbeing, keeping children connected to education has to be the goal.”
The study forms part of the NSW Child Development Study and was supported by the Australian Research Council, National Health and Medical Research Council, and Department of Health and Aged Care Medical Research Future Fund.
The full paper, Students’ accumulation of disciplinary school exclusion experiences over time: Prevalence, patterns, and correlates in an Australian population cohort, is published in Children and Youth Services Review.
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