Internal Suspensions: Positive Approaches to Creating Meaningful Change

Across our schools, we continually strive to support student behaviour in ways that are positive, fair, and inclusive for all. We know that using proactive, relational strategies gives us the best chance of understanding behaviour and reducing the likelihood of risk.

Sometimes, however, despite our best efforts, behaviour can escalate. If this happens, many schools use internal suspensions (also known as internal exclusions) to create a reset after a behaviour incident.

When used thoughtfully and planned with purpose, internal suspensions can create space for reflection and support, without irreparably damaging relationships or disconnecting students from their school community. Rather than viewing internal suspension solely as a consequence, we can instead reframe it as a structured opportunity to promote understanding, encourage learning, and create sustained, positive change.

Clarifying what internal suspension means

An internal suspension involves a student being temporarily removed from their usual classroom environment, while remaining on site under supervision. Learning can continue, routines are maintained, and crucially, the student remains part of the school community. But internal suspension is just one part of a much bigger picture.

No single strategy can address the complexity of behaviour on its own. Taking a broader, puzzle-solving approach allows us to consider patterns, contextual factors, and underlying needs, rather than focusing solely on isolated incidents. It also enables us to use our knowledge of an individual to spot early signs of dysregulation, intervene promptly to de-escalate, and reduce the need for suspension.

If and when schools do choose to use internal suspensions, they should sit within a broader toolkit of behaviour support strategies and must be:

• • supervised

• • structured

• • time-limited

• • focused on learning and reintegration