28/10/2025
1 in 12 pupils.
That’s how many secondary students are being placed in isolation at least once a week, according to new research from the University of Manchester. Some spend a whole school day each week sitting alone in a room, cut off from their peers and lessons.
The study also found that pupils with SEND are more than twice as likely to end up in isolation, and those on free school meals are about 1.5 times more likely. LGBTQ+ pupils and those from Black, Asian and mixed backgrounds are also over-represented.
It’s hard to read that, isn’t it?
But also not that surprising.
When a school is under pressure, isolation can feel like the only option left. A short-term fix that gives everyone breathing space.
Except it’s not a fix at all.
Because behind every isolation room is a child who couldn’t access the lesson, who’s overwhelmed, dysregulated, anxious, or just plain misunderstood.
Behind every “remove” button is a teacher who’s trying to teach 30 others without the time, space or support to meet the needs in the room.
Isolation is not the problem — it’s the symptom.
If we really want to change this, we need to invest in what should be ordinary, everyday provision:
• Adults in schools who are trained in SEND, behaviour, trauma and regulation.
• Practical strategies that help pupils stay in class, not be removed from it.
• Resources that make it possible for teachers to differentiate without drowning.
• Environments where support is the norm, not an exception.
The article says that isolation often lacks national regulation — there’s no clear rule on how long it can last, how often it can be used, or what happens to the child during that time. Some pupils spend more than 8 hours a week in isolation. That’s a day’s learning lost, every week.
And the message that sends?
“You’re a problem to be contained,” rather than “You’re a learner we’ll support.”
We need to move away from that. Towards relational, restorative, neuroaffirming approaches that understand why behaviour happens, not just how to punish it.
If a child is repeatedly being isolated, the question should never be “What’s wrong with them?” but “What’s missing from the support around them?”
Every hour in isolation is an hour of opportunity lost — for learning, connection and belonging.
Inclusion isn’t an “extra”. It’s how education should be.
We need to give teachers what they need to teach all children, and let’s give children what they need to stay part of their school community — not shut out from it.
Emma
The Autistic SENCo
♾️
