Isolation Rooms in Schools: Why We Need to Talk About Who's Being Removed

New research from the University of Manchester has revealed a concerning pattern in how schools use isolation rooms. The findings should prompt every educator, parent, and policymaker to ask: who are we isolating, and why?

The Numbers Tell a Troubling Story

One in twelve secondary pupils sits in isolation at least once a week. That statistic alone should give us pause. But when we look at which children are being isolated, a clearer and more concerning picture emerges.

Children with SEND are twice as likely to be isolated.

Children on Free School Meals are 1.5 times more likely to be isolated. LGBTQ+ children are nearly twice as likely. Black, Asian and mixed heritage children are more likely to be isolated than their White British peers.

These aren't small differences. These are significant disparities that reveal a pattern of how schools respond to our most vulnerable learners.

The Impact on Children

The consequences of isolation extend far beyond the time spent in the room.

The research shows that isolated pupils report:

• Worse wellbeing

• Damaged relationships with teachers

• Reduced sense of belonging at school

These outcomes matter for every child. Isolation is harmful regardless of a child's background or needs. A child who feels they don't belong at school, who has poor relationships with their teachers, and whose wellbeing is suffering is a child whose education is being fundamentally undermined.

But the data on who is being isolated reveals something more: certain groups of vulnerable children are experiencing this harm disproportionately. This suggests systemic issues in how schools are responding to different children's needs.

We can't separate academic achievement from emotional wellbeing and positive relationships. When we damage those foundations through punitive isolation we're not managing behaviour, we're creating barriers to learning.

What Should Be Happening Instead

Government guidance provides clear direction on this issue. Schools should consider whether frequently removed pupils may benefit from:

• Additional and alternative approaches

• A pastoral review

• Investigation by the SENCo

• Additional support for specific departments or teachers

The guidance recognizes that frequent removal is often a symptom of unmet needs, either in the child or in the school's approach to supporting them.

The Reality We're Facing

Instead of following this guidance, we're seeing our most vulnerable children systematically removed from their education.

This raises fundamental questions:

• Are we investigating why certain children are being isolated more frequently?

• Are we providing additional support before resorting to isolation?

• Are we examining whether our approaches to behaviour management are meeting the needs of all learners?

• Are we considering the impact of isolation on children's sense of belonging and wellbeing?

Moving Forward

Isolation is harmful to children's wellbeing, relationships, and sense of belonging. This should concern us regardless of which children are being isolated.

But the data reveals that certain groups (children with SEND, children on Free School Meals, LGBTQ+ children, and children from Black, Asian and mixed heritage backgrounds) are experiencing this harm disproportionately. This isn't about individual teachers or schools making isolated poor decisions. It's a pattern that suggests systemic issues in how we respond to different children's needs.

Schools face enormous pressures. Teachers are working hard with limited resources. But our response to challenging behaviour must be rooted in understanding, support, and equity, not in systematically removing children who need us most.

If your child has been placed in isolation, or if you're an educator grappling with these issues, ask these questions:

• What alternative approaches have been tried?

• Has there been a pastoral review or SENCO investigation?

• What support is being provided to help the child succeed in the classroom?

• How is the school monitoring the impact on the child's wellbeing?

The conversation about isolation rooms isn't just about behaviour management. It's about equity, inclusion, and whether we're truly meeting the needs of all children in our schools.

Have you or your child experienced isolation? What approaches has your school taken? I'd love to hear your experiences in the comments below.

Article and Image from The Guardian.