Internal Suspensions: A Positive Approach to Creating Meaningful Change
Across our schools, we continually strive to support student behaviour in ways that are positive, fair, and inclusive for all. We know that using proactive, relational strategies gives us the best chance of understanding behaviour and reducing the likelihood of risk.
Sometimes, however, despite our best efforts, behaviour can escalate. If this happens, many schools use internal suspensions (also known as internal exclusions) to create a reset after a behaviour incident.
When used thoughtfully and planned with purpose, internal suspensions can create space for reflection and support, without irreparably damaging relationships or disconnecting students from their school community. Rather than viewing internal suspension solely as a consequence, we can instead reframe it as a structured opportunity to promote understanding, encourage learning, and create sustained, positive change.
Clarifying what internal suspension means
An internal suspension involves a student being temporarily removed from their usual classroom environment, while remaining on site under supervision. Learning can continue, routines are maintained, and crucially, the student remains part of the school community. But internal suspension is just one part of a much bigger picture.
No single strategy can address the complexity of behaviour on its own. Taking a broader, puzzle-solving approach allows us to consider patterns, contextual factors, and underlying needs, rather than focusing solely on isolated incidents. It also enables us to use our knowledge of an individual to spot early signs of dysregulation, intervene promptly to de-escalate, and reduce the need for suspension.
If and when schools do choose to use internal suspensions, they should sit within a broader toolkit of behaviour support strategies and must be:
- supervised
- structured
- time-limited
- focused on learning and reintegration
When responding to behaviour, it is important for us to consider what we already know about an individual student. We can reflect on whether their actions may be connected to additional needs or challenges they are experiencing. These might include special educational needs or disabilities, gaps in learning, or social, emotional or mental health factors that could be affecting their wellbeing.
As staff, we have a collective responsibility to analyse data around suspensions, to spot patterns and ensure that we are aware of and responsive to potential risk factors. That way, we can ensure that students are appropriately supported and that all children and young people are treated equitably as part of our approach to behaviour support.
What internal suspension should not be
Internal suspension is not the same as isolation, which usually involves a student being placed alone with very limited interaction from staff members. This can increase feelings of rejection or distress, particularly for those who already find the school environment challenging.
Internal suspension should not remove support or connection. It is not intended to be a silent or punitive experience, nor should it take place in a space where a student is left alone without guidance. Being clear about what internal suspension is not helps ensure it is used as a structured, supportive response that maintains relationships and aids successful reintegration.
Why remaining in school matters
Keeping students in school during periods of emotional distress or dysregulation helps protect relationships, routines, and engagement with learning. These elements are often key stabilising factors for children and young people, particularly those who find regulation difficult. Remaining on site reinforces a sense of belonging and sends a clear message that support does not disappear when behaviour changes.
The effectiveness of internal suspension is shaped less by the physical space and more by the intention behind it. Removing a student from class without clarity, purpose, or support risks reinforcing feelings of rejection or misunderstanding. For internal suspension to contribute to meaningful change, it must be structured, time-limited, and focused on learning and reintegration.
Using time away from class constructively
Time spent away from the classroom can offer a ‘pause’, for both students and staff. This emotional and physical space can be used to promote regulation, encourage reflection, and support understanding, rather than simply waiting for time to pass. With an emotionally available adult to guide them, students can explore what was happening for them leading up to escalation, make sense of their needs and triggers, and begin to identify alternative ways of responding in the future.
This may lead to them developing greater self-awareness and a sense of agency, both of which are essential for sustained change.
The role of restorative conversations
Restorative conversations play a central role in making internal suspension meaningful. They allow everyone involved in an incident to reflect on the impact of their actions, repair relationships, and rebuild trust. They are not about blame or interrogation, but about understanding, accountability, and moving forward positively. When students return to class following restorative dialogue, they are more likely to feel supported and ready to re-engage.
Reintegration back into the classroom should be planned and purposeful. This might include a brief check-in, a shared understanding of next steps, or reassurance that relationships remain intact. Thoughtful reintegration helps students return to learning without stigma and supports a smoother transition back into the school day.
Working in partnership with families
Families play a vital role in supporting positive behaviour change, and how we communicate with them around the use of internal suspensions can either strengthen or damage relationships. Transparent, respectful dialogue builds trust and reduces the risk of misunderstanding, helping parents and carers to feel reassured that their child’s wellbeing remains central at all times.
When families understand our approaches and genuinely feel part of the process, they are better placed to work alongside us and offer consistent support beyond the school gates.
When safety must take priority
There may be times when behaviour presents a significant risk of harm or compromises the safety of others. In these situations, some schools may feel that external suspension or exclusion are unavoidable. These decisions are complex and always made with careful consideration of both individual needs and those of the wider school community.
Internal suspension to support long-term change
If we are effectively and consistently using proactive behaviour support strategies and relational approaches, we can often intervene early and avoid moments of escalation. However, in situations where internal suspension is deemed necessary, it can only have the desired impact if it is used with a clear focus on long-term, positive outcomes. Rather than aiming for short-term compliance, it should support students to develop the understanding, skills, and strategies that can help them succeed beyond the immediate moment.
When used intentionally and compassionately, internal suspension may create an opportunity to pause, reflect and repair, strengthening relationships rather than jeopardising them. By prioritising understanding, restorative approaches, and meaningful engagement with families, we can ensure that internal suspension contributes to growth, reconnection, and sustained positive change.
