Black and mixed-race pupils of Caribbean heritage face almost twice the temporary exclusion rate of their peers, new data shows.

Figures published today by the Department for Education show that the rate of fixed-period exclusions as a proportion of the overall school population was 5.36 in 2018-19.

But this rate almost doubled for children of both white and black Caribbean and black Caribbean heritage, at 10.69 and 10.37 respectively, the data shows.

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And the permanent exclusion rate was also twice as high for these groups.

The rate of permanent exclusions as a proportion of the overall school population was 0.1 in 2018-19. But for white and black Caribbean children it rose to 0.24, and for black Caribbean children it was 0.25.

Temporary exclusion rates were also significantly higher for pupils with gypsy Roma backgrounds (21.26), and travellers of Irish heritage (14.63).

Black pupils more likely to be excluded

The news comes as analysis by the House of Commons Library, commissioned by Liberal Democrat education spokesperon Layla Moran, today revealed that black pupils in some areas of England were more than three times more likely to be excluded from school than their peers in 2017-18.

The temporary exclusion rate for black pupils was higher than for pupils overall in 96 of 152 local authorities, the analysis shows.

Ms Moran said: “It is a glaring injustice that black pupils growing up across the country are so much more likely to be excluded from school than their peers.

“The government must urgently review what is causing this exclusion gap and take action to ensure every child has an equal opportunity to thrive.

“The evidence suggests there is a need for clearer guidance on what counts as an excludable offence, to prevent any forms of bias and discrimination. This could take the form of a universal code to ensure greater consistency.

“This is particularly important given concerns that coronavirus could fuel a rise in exclusions later this year.”

Rosamund McNeil, assistant general secretary of the NEU teaching union, said: “When exclusion figures show a clear disparity for black students and students eligible for free school meals, it is time to ask some big questions about the curriculum, students’ perspectives about what is on offer to them in school and the issues that turn young people off learning. 

“One important part of the solution on exclusions is an engaging and representative curriculum, matched with targeted support for emotional and social difficulties.

“Curriculum and behaviour are intertwined, but the Department for Education often acts as if how pupils feel and behave and what and how they learn are not connected.”