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Our Mission
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Our mission
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The IntegratED partnership exists to reduce preventable school exclusions and improve the quality of education for children excluded from school. We aim to do this through a whole-child development lens.

IntegratED partners are working to…

Develop teachers

We are training teachers to develop and engage children who have challenging behaviours and we are training school leaders of the future to implement whole-school strategies to reduce preventable exclusions.

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Trial interventions

Working with children at risk of exclusion, we are implementing literacy programmes, raising
aspirations, teaching children how to learn, and bringing together teachers and pupils to uncover the reasons driving high exclusion rates.

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Conduct research

We are researching illegal exclusions; unexplained pupil moves into alternative provision; parental engagement; teacher awareness of whole-child development; and how the quality of relationships affects outcomes in alternative provision.

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The problem

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    10,000 children were permanently excluded from school last year.

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    Last year nearly 2 million days of schooling were lost due to suspensions. Every day missed is associated with a lower chance of achieving good GCSEs.

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    Exclusions disproportionally affect pupils from low-income families, children with a social worker, children from certain ethnic backgrounds and children with special educational needs.

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    The life outcomes of permanently excluded and suspended pupils are significantly worse than their peers. Just 1 per cent of excluded young people go on to achieve five good GCSEs including English and Maths.

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    Pupils suspended at least once during secondary school are 2.0 times as likely to not be in sustained education, employment or training at age 24.

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    Receiving a permanent exclusion increases the probability of custody age 15-17 by 33 percentage points

What we want to see

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    A reduction in the number of children officially and unofficially excluded from schools, whether for a few days at a time, or permanently.

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    Earlier identification of pupils who require remedial support and more specialist support to enable them to stay in their mainstream school.

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    A greater focus on whole-child development in schools, meaning that pupils’ communication skills and social and emotional capacities are developed in tandem with their academic knowledge.

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    Schools and teachers better equipped to support, in mainstream schools, children who are challenging because of the difficult circumstances they are in.

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    If alternative provision is the best place for a child, high-quality education and specialist support that helps them achieve their full potential.

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    All young people graduating to a positive post-16 destination with sufficient knowledge, skills, values and capabilities to enable them to contribute to the common good.

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Whole-child development

Our work is based on a body of academic research into the importance of whole-child development in education.

Whole-child development is an approach to education that moves beyond the acquisition of academic knowledge to include cognitive, physical, psychological, ethical, and social and emotional wellbeing and development, in a way that addresses the distinctive strengths, needs, and interests of every student.

Kocchar-Bryant & Heishman, 2010; Darling-Hammond & Cook-Harvey, 2018

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Our advocacy

Through research, blogs, campaigns, and by connecting people with common interests, we raise awareness of the issues facing children who have been excluded or are at risk of exclusion from school.

We are working to establish an All-Party Parliamentary Group on Education for excluded pupils, to improve quality of education, oversight and outcomes for children excluded from school.

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Latest blog posts

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Missing pupils

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How many children are at risk of permanent school exclusion in the UK?

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By Jon Franklin

06/12/22
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Mental health

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#BeeWell: making the case for consistent measurement of wellbeing in schools

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By Noah Hudson

30/01/24
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Alternative provision

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Elevating Education Quality: Unveiling the Complex Landscape of Alternative Provision

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By The Centre for Social Justice

30/10/23
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Alternative provision

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Alternative Provision Quality Metrics:establishing a baseline for good practice.

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By The Centre for Social Justice

30/10/23
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Supporting the Whole Child

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Supporting the Whole Child

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By The Centre for Social Justice

22/05/23
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