Children with special educational needs (SEN) are more likely to be excluded from school, which new studies have found to have a direct link to early criminal convictions.
A research team from the University of Exeter has investigated the 'school to prison pipeline', finding SEN may be a pathway to over-representation in youth justice systems. SEN includes neurodisability, which is an umbrella term for conditions affecting the brain and nervous system, including autism, acquired brain injury, attention-deficit hyperactivity disorder (ADHD), dyslexia, and dyspraxia.
The study, published in Forensic Science International: Mind and Law and funded by the UKRI Economic and Social Research Council (ESRC), looked at the connection between school exclusions and early involvement with the criminal justice system. Researchers examined data from 3,000 adults in prison and found prisoners with poorer scores on a neurodisability screener were more likely to have been excluded from school. The more times individuals had been excluded from school, the younger they were when first convicted of an offence.
When children are permanently excluded from school, they are often educated in a Pupil Referral Unit – an alternative education provision for children who can't attend mainstream school. The research also found any prisoners sent to a Pupil Referral Unit were first convicted six years younger than those never excluded from school.
Lead researcher Dr Hope Kent from the University of Exeter said: "This finding is significant, because six years is the difference between criminal justice contact at age 12 versus 18 – which greatly impacts life chances after that conviction and not getting stuck in the 'revolving door' of crime. SEN is also likely under-diagnosed in this group, who may have just been seen as naughty from a young age."
The rate of fixed-term and permanent school exclusions in the UK has been rising since 2012/13. Previous research has shown that school exclusion is associated with negative psychosocial outcomes, including poorer mental health, unemployment, and homelessness. Children with an identified SEN represent 15 per cent of the school population but make up 47 per cent of all permanent exclusions and 45 per cent of fixed term exclusions.
Researchers noted that while the study provides valuable insights, future research should focus on longitudinal studies to establish causal relationships between school exclusions, neurodisability, and criminal justice involvement.
'Double disadvantage'
A second study published in Longitudinal and Life Course Studies, also funded by ESRC, has found children with a neurodevelopmental delay and living in poverty (defined as being eligible for free school meals) at age four or five are more vulnerable to criminal justice system contact by age 15. The research, which analysed data from 519,920 children born in 2001/02, found these two risk factors independently increase the likelihood of criminalisation, and together create a 'double disadvantage'.
Dr Kent continued: "To tackle youth crime we need more SEN support for children to help them succeed in mainstream school, including improved resource to support teachers. We need to think of more ways to keep children engaged and included in education, rather than punishing and excluding them for not fitting into the system we have designed and labelling them as badly behaved from a young age.
"Our findings underscore the need for a dual approach of targeted educational support for children with neurodevelopmental delays, and policy changes to reduce child poverty. Investing in public health and changing welfare policies should go hand-in-hand with providing individual support for children."
Researchers recommend future studies should explore the relationship between poverty and other factors on routes into the criminal justice system for these children.
The paper titled 'School to prison pipelines: Associations between school exclusion, neurodisability and age of first conviction in male prisoners' is published in Forensic Science International: Mind and Law.
The paper titled 'Neurodevelopmental profile and poverty in primary school confer a 'double disadvantage' in risk of criminal justice system contact by the age of 16: A national prospective cohort study' is published in Longitudinal and Life Course Studies.
"We need to close off the school to prison pipeline"
David Breakspear grew up in in the 1970s and 80s with undiagnosed ADHD and struggled with his identity and behaviour, often labelled as "challenging and disruptive".
David said: "I was the youngest of six children and felt isolated a lot. My behaviour in school was seen as troublesome. I was the class clown and a nightmare for teachers."
David's early life was marked by significant trauma, including sexual abuse aged eight and contracting meningitis at ten, which disrupted his education. It was shortly after this illness he was arrested for the first time and the lack of understanding and support for his ADHD led to repeated suspensions and eventual expulsion from school aged 14.
"I was always bouncing off the walls and on the go, so I couldn't stay at home even though that's what you were expected to do," David said about being expelled. "The only people you can hang around with are either kids like you that have been excluded from school, or older kids that don't go to school. Of those mates I had back then I think probably one out of 10 would have got through school. The rest of us got arrested."
David's first period in custody came aged 15 and by 17 he was sent to adult prison for the first time on remand. His criminal activities continued into adulthood and escalated over the years, leading to multiple prison sentences.
It wasn't until 2010 David was finally diagnosed with ADHD at the age of 40, but the diagnosis did not initially change his outlook: "I wasn't in the right place mentally or physically to address it and understand my behaviour. It took many more years and personal challenges before I decided to turn my life around."
That turning point for David came when he decided to focus on education and personal development while in prison. He became involved in various mentoring roles and started an access module before pursuing a degree.
"I wanted to make a better life for myself and help others avoid the path I took," David continues. "It was by becoming a mentor I learned my story isn't as unique as I first thought. I shared so many similarities with my peers in prison."
