Neurodisability in children linked to increased vulnerability to ‘school to prison pipeline’ – University of Exeter

Report on the Link Between Special Educational Needs, School Exclusion, and Youth Criminal Justice

Introduction

Recent research conducted by the University of Exeter highlights a significant correlation between children with Special Educational Needs (SEN) and their increased likelihood of school exclusion, which is directly linked to early criminal convictions. This report emphasizes the importance of addressing these issues in alignment with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions).

Research Findings on the School to Prison Pipeline

The study, published in Forensic Science International: Mind and Law and funded by the UKRI Economic and Social Research Council (ESRC), investigated the “school to prison pipeline” phenomenon. It identified that SEN, which includes neurodisabilities such as autism, acquired brain injury, ADHD, dyslexia, and dyspraxia, may contribute to the over-representation of affected youth in the criminal justice system.

1. Data from 3,000 adult prisoners revealed that individuals with poorer neurodisability screening scores were more likely to have experienced school exclusion.
2. Repeated school exclusions correlated with younger ages at first criminal conviction.
3. Prisoners who had attended Pupil Referral Units (alternative education for excluded children) were convicted on average six years earlier than those never excluded.

Implications for Sustainable Development Goals

• SDG 4 (Quality Education): The findings emphasize the need for inclusive and equitable quality education that supports children with SEN to prevent exclusion and subsequent negative outcomes.
• SDG 10 (Reduced Inequalities): Addressing under-diagnosis and stigma associated with SEN can reduce inequalities faced by vulnerable children.
• SDG 16 (Peace, Justice and Strong Institutions): Early interventions can reduce youth contact with the criminal justice system, promoting peaceful and inclusive societies.

Rising School Exclusion Rates and Their Consequences

Since 2012/13, the UK has seen an increase in both fixed-term and permanent school exclusions. Children with identified SEN constitute 15% of the school population but represent 47% of permanent exclusions and 45% of fixed-term exclusions. Exclusion is linked to adverse psychosocial outcomes including:

• Poorer mental health
• Unemployment
• Homelessness

Double Disadvantage: Neurodevelopmental Delay and Poverty

A complementary study published in Longitudinal and Life Course Studies analyzed 519,920 children born in 2001/02 and found that children with neurodevelopmental delays living in poverty (eligible for free school meals) face a “double disadvantage” that significantly increases their risk of criminal justice system contact by age 15.

• Neurodevelopmental delay and poverty independently increase criminalization risk.
• Together, these factors compound vulnerability, underscoring the need for integrated policy responses.

Recommendations for Policy and Practice

1. Increase targeted SEN support within mainstream education to improve inclusion and reduce exclusions.
2. Enhance resources and training for teachers to better support children with neurodevelopmental conditions.
3. Implement policies aimed at reducing child poverty to address socioeconomic risk factors.
4. Encourage longitudinal research to establish causal links between school exclusion, neurodisability, and criminal justice involvement.
5. Promote public health investments and welfare reforms alongside educational support.

Case Study: Personal Experience of the School to Prison Pipeline

David Breakspear’s life story exemplifies the challenges faced by children with undiagnosed ADHD and the consequences of school exclusion. Diagnosed only at age 40, David’s early experiences of trauma, exclusion, and criminalization highlight the urgent need for early identification and support for SEN children to prevent similar trajectories.

• David was expelled at age 14 after repeated suspensions due to behavioral issues linked to undiagnosed ADHD.
• He experienced multiple incarcerations starting at age 15.
• Later in life, David became an advocate for neurodiversity and youth offenders, emphasizing the need to close the school to prison pipeline.

Conclusion

The research underscores the critical importance of inclusive education, early diagnosis, and support for children with SEN to prevent exclusion and reduce youth criminalization. Aligning these efforts with the Sustainable Development Goals will contribute to building equitable, inclusive, and peaceful societies.

References

• School to prison pipelines: Associations between school exclusion, neurodisability and age of first conviction in male prisoners, Forensic Science International: Mind and Law.
• 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, Longitudinal and Life Course Studies.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses the exclusion of children with special educational needs (SEN) from mainstream education and the need for improved support to keep children engaged in school.
2. SDG 3: Good Health and Well-being
   • Focus on neurodisabilities such as ADHD, autism, and other neurodevelopmental delays, and their impact on mental health and life outcomes.
3. SDG 10: Reduced Inequality
   • The article highlights the disproportionate exclusion and criminalisation of children with SEN and those living in poverty, indicating social inequalities.
4. SDG 16: Peace, Justice and Strong Institutions
   • Issues related to youth justice system involvement, early criminal convictions, and the ‘school to prison pipeline’.
5. SDG 1: No Poverty
   • The article connects child poverty (measured by eligibility for free school meals) with increased risk of criminal justice contact.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including persons with disabilities.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive.
2. SDG 3: Good Health and Well-being
   • Target 3.4: Promote mental health and well-being.
   • Target 3.8: Achieve universal health coverage, including access to quality essential health-care services.
3. SDG 10: Reduced Inequality
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of disability or socio-economic status.
4. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.
   • Target 16.2: End abuse, exploitation, trafficking and all forms of violence against and torture of children.
5. SDG 1: No Poverty
   • Target 1.2: Reduce at least by half the proportion of men, women and children living in poverty in all its dimensions according to national definitions.

3. Indicators Mentioned or Implied to Measure Progress

1. School Exclusion Rates
   • Percentage of children with SEN who are permanently or fixed-term excluded from school.
   • Number of exclusions from mainstream education to alternative provisions such as Pupil Referral Units.
2. Criminal Justice System Contact
   • Age of first conviction for individuals with SEN or neurodisabilities.
   • Proportion of prisoners with a history of school exclusion or neurodisability.
3. Child Poverty Measures
   • Eligibility for free school meals as a proxy for poverty status.
4. Mental Health and Well-being Indicators
   • Prevalence of neurodevelopmental conditions and their diagnosis rates among children and youth.
5. Educational Support and Inclusion
   • Availability and quality of SEN support services in mainstream schools.

4. Table of SDGs, Targets and Indicators

Source: news.exeter.ac.uk