Members of the ADR Wales Mental Health team and the National Centre for Suicide Prevention and Self-Harm Research have published a new study exploring the relationships between suicide, school exclusion and persistent absence, finding that pupils who were excluded from school are 2.3 times more likely to die by suicide than those who were not, after adjusting for other risk factors that could be captured in the data.
Published in the Journal of Affective Disorders, the large cohort study conducted in Wales examined the link between school absence, exclusion, and suicide among over 580,000 pupils who attended schools in Wales between 2012 and 2019. The study found a statistically significant association between school exclusion and the risk of suicide, while persistent absence did not show a statistically significant association. Key risk factors for suicide included being male and having a history of self-harm, mental health disorders, autism spectrum disorders, or drug use.
The study emphasised the importance of long-term, targeted support for excluded students, urging schools to use attendance data as a potential early indicator of unmet psychosocial needs.
Margaret Digou, first author, said: “Our study shows that exclusion from school is associated with higher risk of suicidal behaviours, suggesting that poor attendance and challenging behaviour may reflect underlying distress. Recognising these signs may help identify vulnerable children who could benefit from additional support. Further research is needed to establish whether interventions to reduce exclusions would lower the risk of suicidal behaviour.”
Professor Ann John, lead of the study, said: “This study is a powerful reminder that exclusion from school isn’t just an educational issue. It highlights the urgent need to reduce school exclusions and to provide long-term, targeted support for excluded students —not only to safeguard their individual wellbeing and prevent suicidal behaviours but also to recognise the profound benefits to society when we address heightened mental and social needs early. Using attendance data as a lens to identify unmet psychosocial needs in school aged children is not just good practice; it’s a vital investment in lives and futures.”