Asked by: Lord Bishop of Peterborough (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to reduce rates of exclusion and suspension in schools with high proportions of students with special educational needs.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The government is committed to ensuring that all pupils, including those with special educational needs and disabilities (SEND), can thrive in mainstream education. High standards of behaviour are essential for creating calm, safe and supportive classrooms, and all pupils should be supported to meet those expectations.
That is why we are delivering a comprehensive programme of behaviour and attendance support, including our Attendance and Behaviour Hubs, which will work with schools to help build strong, inclusive school cultures and spread effective practice across the system.
We are also reforming the SEND system to ensure children and young people receive the right support at the earliest opportunity, helping to prevent needs from escalating and supporting more pupils to remain engaged in education. This is backed by an additional £4 billion investment over three years, including funding for specialist expertise in communities, earlier intervention in schools, and workforce training.
Alongside this, we remain committed to reforming the school exclusion system. We will consult on measures including an internal suspension framework, the introduction of Reintegration Support Partnerships, and a requirement for schools to provide schoolwork during the first five days of an exclusion.
Asked by: Lord Bishop of Peterborough (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the impact of increasing rates of probable mental health conditions among young people on academic attendance and attainment in England.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Regular attendance, engagement in learning and educational success can support positive mental health and wellbeing, while poor mental health can act as a barrier to attendance and attainment.
Evidence shows that children and young people with higher levels of wellbeing, on average, achieve better academic outcomes and are more engaged in their education. Conversely, mental health difficulties are associated with lower educational attainment, including poorer GCSE outcomes.
Evidence also indicates that children and young people with a probable mental disorder are around seven times more likely to have missed more than 15 days of school than those unlikely to have a mental disorder.
This is why the government is expanding Mental Health Support Teams (MHSTs) to cover every school and college by 2029, providing early support for children and young people with emerging mental health needs. As of March 2026, 60% of pupils in schools and learners in further education in England are covered by an MHST, up from 52% in March 2025. We are also working with schools, trusts and local authorities to improve attendance, recognising that supporting pupils' wellbeing and mental health is an important part of helping more children attend and succeed in education.