Reducing Fixed- Term Exclusions

Overview

 In the UK, over 346,000 students were suspended for a fixed term, and 4,168 were permanently excluded in the 2023/24 autumn term alone. With extensive research linking exclusions to negative outcomes such as crime and violence, many schools have introduced preventative measures to help reduce exclusion levels. 

Sunny Kids Shine has partnered with many schools across the UK to improve attendance, reduce Emotionally Based School Avoidance (EBSA), and support students at risk of exclusion.

This case study highlights how we supported a student in Hertfordshire who was experiencing emotional dysregulation, separation anxiety, and repeated fixed-term exclusions.

Over a focused four-week intervention, support included:

• Staff training
• Needs assessments
• A personalised pupil support plan
• Direct therapeutic work with the student
• Intensive family support

The main goal was to reduce risk behaviours, break the cycle of exclusion, and help the student successfully return to full-time mainstream education through a joined-up, trauma-informed approach.

Why Support Was Needed

At the time of referral, the student was struggling with emotional regulation, which was affecting both their learning and safety within school.

As emotions escalated, behaviours often placed the student, staff, pupils, and parents at risk. Consequently, repeated fixed-term exclusions had occurred, relationships between home and school had become strained, and confidence had decreased across the wider support network.

Before support began:

• The student’s timetable had been reduced to just one hour per day
• Most learning time had been replaced with unstructured free play
• Serious incidents were still taking place during this limited provision
• The student was unable to stay in school without a parent present

Without targeted intervention, there was a significant risk of:

• Permanent exclusion
• Worsening emotional wellbeing
• Increased family distress
• Long-term disengagement from education

Therefore, the priority was to stabilise the situation quickly while putting in place long-term support and strategies to improve inclusion in mainstream education.

Supporting the Student

First, a child-centred and trauma-informed approach was used to better understand the student’s emotional, social, and educational needs, alongside the barriers affecting school engagement.

At the same time, support focused on building trust, reducing overwhelm, and helping the student feel emotionally safe within school.

Using our award-winning Feelings Detective® curriculum, the student was supported to:

• Understand and identify emotions
• Recognise emotional triggers
• Develop healthy coping strategies
• Improve emotional regulation
• Build confidence and feelings of safety in school

Importantly, the intervention focused not simply on behaviour itself, but on understanding the emotional needs underneath it.

As a result, the student gradually became better able to manage their emotions alongside the routines and demands of school, and engage positively with staff and students.  In addition, we were able to gradually build his timetable back to full-time within this short intervention period.

Supporting the Family

Alongside support for the student, the family also needed practical and emotional support as they navigated the impact of repeated exclusions and ongoing school challenges.

Initially, work focused on understanding the factors contributing to anxiety, separation difficulties, and school-related distress.

Support then focused on:

• Helping parents feel more confident in supporting attendance
• Improving communication between home and school
• Reducing separation anxiety
• Creating consistency between school and home approaches

In addition, parents were equipped with practical tools and strategies to become their child’s “Emotional Champion.” This helped them better understand emotional regulation, anxiety responses, and how to support their child more confidently.

Clear expectations, routines, and supportive boundaries were also introduced to increase predictability and emotional safety both at home and in school.

Consequently, this joined-up approach reduced parental stress while improving confidence and consistency across the wider support network.

Supporting School Staff

At the same time, support was provided to school staff to improve understanding, confidence, and consistency when responding to the students’ needs.

This included:

• Assessing barriers affecting staff responses
• Delivering targeted training
• Creating a personalised pupil support plan with clear, reasonable adjustments that promoted active coping strategies.

The support plan provided practical and trauma-informed strategies to help staff:

• Reduce escalation
• Support emotional regulation
• Improve transitions throughout the school day
• Create a more predictable and emotionally safe environment

As a result, the school moved away from reactive behaviour management towards a more proactive, relational approach.

This not only improved staff confidence but also reduced stress within the school environment and the significant strain on resources.

Our Impact

By the end of the 4-week intervention period, significant progress had been achieved across home, school, and the student’s emotional well-being.

This case study demonstrates how early, coordinated intervention using a multi-disciplinary and trauma-informed approach can:

• Reduce fixed-term exclusions.
• Prevent escalation.
• Strengthen family-school relationships.
• Successfully reintegrate vulnerable students into mainstream education.

Rather than relying on punitive or reactive approaches, the intervention focused on understanding underlying needs, building emotional safety, and creating consistency across the student’s support network.

The outcome highlights the importance of collaborative working between schools, families, and therapeutic professionals in creating sustainable educational inclusion and reducing the long-term emotional, social, and financial costs associated with exclusion and school breakdown.