This policy insights paper examines the rising trend of school suspensions in New South Wales (NSW) and their connection to student interaction with the criminal justice system. It identifies practical, evidence-based strategies to create safer learning environments for students, teachers and schools to support long-term outcomes. 

There are alternatives to school exclusion that bring better long-term outcomes for schools, teachers and students. This paper showcases innovative work with justice-involved young people in NSW, policy transformation in Scotland, alternatives to police in schooling in Canada, and restorative justice models addressing disproportionate exclusion in Chicago, USA. The paper identifies six policy opportunities for inclusive alternatives to school exclusion.

Key findings

• NSW government schools are suspending students in rising numbers.
• There is no evidence that school exclusion addresses student behaviour issues.
• School exclusion is disproportionate. Aboriginal and Torres Strait Islander students were suspended three times more than other students in 2024; disabled students were suspended two and a half times more in 2024.
• Indicators point to a 'school-prison nexus' in NSW, where excluded students are potentially much more likely to be criminalised and imprisoned, and to re-enter the justice system as adults.
• Schools and teachers require additional support and training to effectively address distress, disengagement and disruption.

Policy opportunities

1. Redirect resources from punitive measures to school-based support systems to better support teachers.
2. Develop a NSW school discipline policy that prioritises keeping students in school.
3. Implement restorative approaches in education legislation, policy and practice.
4. Develop a collaborative policymaking framework and involve community in decision-making.
5. Develop a flexible framework for alternatives to police involvement in schools across NSW.
6. Improve NSW education data collection and reporting systems on exclusion.