10 minutes into this video from @TheEconomist is one of the most misleading reports about exclusions I have ever heard.

Confusion over the difference between exclusions and suspensions.

Confusion over "black" and "black Caribbean"....

... Outdated statistics.

Use of activists as "experts".

Failure to distinguish between Scottish and English education systems.

Just utterly hopeless. No excuses for this rubbish.
Okay, key things you should know that The Economist apparently doesn't,

1) The English education system uses "Permanent Exclusions" and "Suspensions" now. The latter used to be called "Fixed Term Exclusions" but this caused confusion. Any statistic using "exclusions" to mean...
... "suspensions" is likely to be out of date and misleading. Particularly if it tries to make a connection with crime.

2) Although criminals are much more likely to have been permanently excluded or suspended than the law abiding, it is not clear which of these is meant...
...to be a cause (rather than a result) of criminal behaviour. Most suspensions are 1-3 days, few are more than 5 days. Legally, children who have been permanently excluded should be back in education within 5 days. It is not obvious why these would give opportunities to...
....become criminals that truancy and school holidays (both far more common) wouldn't.

3) The video is about "black lives" but the exclusions statistics are about black Caribbean pupils. Black Caribbean pupils are 1% of the school population. Black pupils are 6%. Also,...
... more than three quarters of black Caribbean pupils are in London or the West Midlands. It is very misleading to confuse issues affecting this group, with black pupils in general.

4) Which leads us to the basic facts about *black pupils* and exclusions. Black pupils are no...
...more likely to be permanently excluded than white British pupils and *less* likely to be suspended. anybody unfamiliar with the data would have been completely misled about this by that video.
5) And then we get onto the "one city" which is showing a different approach. Overseas viewers might miss that Glasgow is in Scotland, a different education system to England where (I think) all previous statistics have come from.
6) Scotland is different. They still have "permanent exclusions" and "temporary exclusions". They have almost eliminated the former and are putting pressure to stop the latter. This is across Scotland, not just Glasgow, so any attempt to paint Glasgow as acting alone is...
...misleading. They followed national guidance to stop excluding, they didn't cure bad behaviour. And any discussion of the Scottish approach needs to consider a) recorded exclusions were already a lot lower than England and b) it is controversial. The TES reported that a...
...Scottish teacher union was complaining that due to a lack of discipline, violence was becoming normal in Scottish schools.

web.archive.org/web/2021052712…
7) And if the issue here is meant to be race, why would you look at a country with a very different ethnic make up? Fewer than 1 in 500 Scottish pupils are black Caribbean. "Black" as a single category does not even appear in their school statistics.
8) Why bring Scotland in at all? Could it possibly be because if you looked at different regions of England we'd notice that London has a low rate of permanent exclusion and suspensions, yet has a really serious problem with gang violence and murder?

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