Managing behaviour and exclusions for vulnerable students
With Safeguarding Adults Week kick-starting today, our first in a series of safeguarding articles focuses on managing behaviour and exclusions for vulnerable students.
Whilst schools and colleges should take steps to ensure that they foster positive, safe environments where students are able to reach their full potential, schools and colleges must be mindful of their duties towards vulnerable students when seeking to enforce their behaviour and suspensions and exclusions policies.
Published: November 14th, 2025
4 min read
Managing behaviour
Whilst schools and colleges should promote high standards of behaviour, they also need to ensure support is in place so that all students can thrive. Some behaviours are more likely be associated with particular types of special educational need or disability (SEND). Whilst not every incident of misbehaviour will be connected to their SEND, it is a factor which should be considered when managing behaviour.
Where a student has a disability, pursuant to the Equality Act 2010 schools and colleges should take steps which are reasonable to avoid any substantial disadvantage to that student caused by policies or practices. If a student has an Education, Health and Care Plan (EHCP), the school should take steps to anticipate likely triggers of misbehaviour and put in place support to prevent these. This could include, for example, movement breaks, adjusting seating plans, adjusting uniform requirements, and staff training.
Where a behaviour incident has occurred, staff should consider any contributing factors that are identified, even if they are only identified after the incident. As well as considering any SEND needs, staff should be aware that a student may have, for example, suffered bereavement, experienced abuse or neglect, have mental health needs, been subject to bullying, or they could be experiencing significant challenges at home. Any of these factors could be a cause of behaviour incidents for a student.
In accordance with safeguarding practices, schools and colleges should also consider whether a behaviour incident is an indication that the student is suffering, or is likely to suffer, harm. If so, staff should follow the school’s child protection policy.
To support vulnerable students, schools and colleges should consider each of these factors on a case by case basis and, where possible, put in place alternative arrangements for sanctions if doing so would be more effective in that case.
Exclusion of vulnerable students
SEND considerations
Pursuant to the Equality Act 2010, reasonable adjustments must be made for disabled pupils and ‘best endeavours’ must be used to ensure appropriate special educational provision where a student has special educational needs (SEN). This includes support in relation to behaviour management.
Students with SEND
If a school has concerns about the behaviour of a student with SEND, such as a risk of suspension or permanent exclusion, there are certain steps which schools and colleges are required to take.
As a starting point, the school should explore whether any additional support or alternative placement may be required. If the student has an EHCP an early annual review should be arranged before any decision relating to suspension or permanent exclusion is made.
Students with a social worker
As well as students with SEND, schools and colleges should be alert to students who are vulnerable in other ways, such as those who have a social worker. In many cases students will have a social worker due to known safeguarding risks, meaning that education is an important protective factor.
Where a pupil has a social worker and they are at risk of suspension or permanent exclusion, the social worker, the Designated Safeguarding Lead (DSL) and the parents should be involved in conversations at an early stage to seek appropriate solutions before a decision to suspend or permanently exclude the student is made.
Where a looked-after child or a previously looked-after child is likely to be subject to a suspension or permanent exclusion, the school should again consider what additional assessment and support should be put in place to reduce the need for suspension or permanent exclusion.
All looked-after children should have a Personal Education Plan (PEP) which should be reviewed every term. Any behaviour concerns should be recorded, as well as how the pupil is being supported to improve their behaviour and reduce the likelihood of exclusion.
Practical steps
Students may be vulnerable for many reasons, whether it be their SEND status or because there are safeguarding concerns in their home or their community. This means that it is key for schools and colleges to ensure to seek to resolve behaviour issues at an early stage, putting in place support where possible, to avoid the need to suspend or permanently exclude vulnerable students.
Of course, in some cases it may be that suspension or permanent exclusion is unavoidable, either because all reasonable steps to support the student have already been taken, or owing to the severity of the incident. It is therefore vital that schools and colleges record decision-making and engage all relevant parties when making decisions to demonstrate that appropriate considerations have been made, that safeguarding vulnerable students has been considered, and the decision reached is proportionate.
If you would like support in respect of applying your school’s behaviour or suspensions and permanent exclusions policies where a student is vulnerable, please get in touch.
For further information please contact Coral Peutrill
