School exclusion policies across the UK: convergence and divergence

Previous comparative research has revealed recent high and risingschool exclusion rates in England and a contrasting picture of muchlower and reducing rates in Northern Ireland, Scotland and Wales.In this paper, we examine findings from new research into schoolexclusion policies across the four countries of the UK. This inter-rogates for the first time how the problem of ‘school exclusion’ isframed within these four distinct policy contexts. We take up thequestion of how policy levers and drivers may shape patterns andtrends in permanent exclusion and suspension/temporary exclu-sion. This analysis reveals that, despite broad agreement in policyon a need to reduce exclusion and increase equity across the UKjurisdictions, there are diverging policy stances on the purposes ofexclusion, responsibilities of schools and the role of the state overallin bringing about change. We conclude that deeper critical engage-ment with policy contexts is a vital element in understanding thepersistence of school exclusion itself but also the differential ratesof exclusion across the UK