More than a hundred pupils from schools in the Westmorland and Furness Council area have been suspended or excluded for reasons related to racism, homophobia or disablism since the Covid pandemic, according to new figures.
The rise in school exclusions linked to such ‘identity-based’ abuse is being driven by cuts to anti-bullying initiatives in schools and wider societal issues, education specialists claim.
According to the findings by the BBC Shared Data Unit, between 2020-21 and 2024-25, there were a total of 4,335 reasons recorded for suspensions and 65 reasons recorded for exclusions – a total of 4,440 in the Westmorland and Furness area with the 2020-21 data covering the area of the former Cumbria County Council now served by Westmorland and Furness council.
However, because schools can record up to three reasons for each suspension, these figures do not represent individual incidents.
Out of the Westmorland and Furness area total, 113 reasons related to abuse over race, disability, sexuality and gender identity, with the majority of these being related to racism.
Across England, the number of suspensions and permanent exclusions being linked to racist abuse numbered in the tens of thousands.
The Government has described the figures nationally as ‘shocking’ and said discrimination had no place in schools.
The statistics, analysed by the BBC Shared Data Unit, also show a 68 per cent rise in mentions of abuse linked to race, gender identity, sexuality or disability between spring term 2021-22 and spring term 2024-25.
Dr Greg Stride, from the Local Government Information Unit (LGiU), said central government cuts meant councils had less resources for valuable but non-statutory work like outreach or prevention programmes. He added: “Councils’ hands are tied.”
A Department for Education spokesman said: “These figures are shocking. Racism and discrimination have absolutely no place in our schools.
“Every child deserves to learn in a safe and calm classroom, and we are providing new, expert support to turn things around in hundreds of schools with the biggest behaviour challenges.
“From our free breakfast clubs to get children settled, to improved teacher training, to clearer guidance on the use of suspensions, we are taking steps to tackle poor behaviour at source and make sure all teachers have the clarity and confidence to act swiftly when they need to.”
A Local Government Association spokesperson said: “Local government continues to face funding pressures with difficult decisions on a range of spending, including grants, having to be made.”
Pepe Di’lasio, general secretary of the Association of School and College Leaders (ASCL), said schools only exclude or suspend pupils as a ‘last resort’ but would not tolerate discriminatory behaviour.
Highlighting the influence of ‘inflammatory’ social media content and ‘divisive rhetoric’ from some politicians and commentators Mr Di’lasio added: “The problems we are seeing are huge societal issues which cannot be solved solely in the classroom.
“It feels as though we are living in an increasingly abrasive era.”
Martha Boateng, director of the Anti-Bullying Alliance (ABA), said the figures that are available make it clear that ‘identity-based bullying’ is affecting large numbers of children.
She said the ramifications can be life-long and have a ‘massive impact’ on self-esteem, mental health and well-being. She added: “When bullying targets someone’s identity, it really gets to the core of who they are.”
Ms Boateng said negative online discourse and damaging adult attitudes were contributing to the problem. “We know children are exposed and see the behaviour adults post online – if we’re posting things that are racist, sexist, homophobic, children are going to be watching and seeing that, whether we like it or not,” she said.
“Children are seeing this rhetoric and therefore it’s likely that it will trickle down into school life.”
Children’s commissioner Dame Rachel De Souza said: “Every child should feel safe, included, and respected. Excluding a child from the classroom can be necessary to protect other children, but it must never mean excluding them from education.
“Children have told me they want everyone to be treated fairly and that bullying can impact their daily lives, mental health and confidence, whether that’s in the playground, or online outside of the school gates.
“Schools should be environments free from prejudice, but they do not exist in isolation. School leaders told me in my recent school census that they worry about external and online influences on children’s wellbeing. Supporting children to navigate this is a shared responsibility.”
Natalie Highfield, Senior Equalities Officer at school leaders’ union NAHT, said: “Schools work tirelessly to create safe, inclusive spaces, supporting young people , providing targeted interventions where appropriate and highlighting the values of respect and belonging".
“However, bullying and harassment rooted in discrimination doesn’t arise in a vacuum it reflects the pressures and divisions children see around them and within wider society.”
“Tackling this requires not only strong school cultures, but also broader support and engagement across families and throughout society to challenge hatred and division."
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