Secret report reveals how schools are failing boys, the disabled and poor kids

A shocking report has sparked calls for a parliamentary inquiry into the public school system, which critics say is failing boys from an early age.

A shocking report shows three in every four suspended students are boys, one in every three are struggling with a disability, and half are on disadvantaged school cards.

The figures have sparked calls for a parliamentary inquiry into the school system, which critics say is failing boys from an early age.

Education Department absenteeism and exclusion reports have been made public through a freedom of information request by One Nation MLC Sarah Game.

They reveal that 75 per cent of students suspended between 2018 and 2021 were boys, and 82 per cent of students excluded (forced to leave school for up to 10 weeks) were boys.

The figures, taken as a snapshot of the 10 weeks of Term 2 each year, also show:

HALF of suspended and excluded students are aged 13 to 16 but almost 200 of those suspended in 2021 were aged six or younger, and 12 in that age group were excluded.

ABOUT three-quarters of students were suspended once in 2021, but 50 young people were suspended four times and nine were suspended five or more times.

THE most common reasons for suspension or exclusion were violence or threatening others, including teachers.

Sami Glastonbury with her son, Frank Glastonbury, 9, at home in St Morris. Picture: Matt Loxton

“Clearly the education system is failing our boys,” said Ms Game, who has been pushing for a parliamentary inquiry into the public school system.

Her comments are backed up by UniSA health sciences professor Leonie Segal, who said the gap between boys and girls showed “something is seriously wrong” with the system.

“It’s our failure, not theirs,” Prof Segal said. “A lot of the issues that give rise to that (suspensions and exclusions) have been identified quite early in life. We need better solutions when these boys are younger.”

Prof Segal said data showed that from the first year of school boys were falling behind girls when it came to emotional, social and communication skills, factors which could contribute to incidents that lead to suspension or exclusion.

UniSA analysis of data from the Australian Early Development Census showed that among reception students (who had no history of child abuse or neglect) about two-thirds of girls had highly developed skills in areas like getting along with peers, demonstrating self-control, taking responsibility for their actions or solving problems by themselves. This compared to less than half of boys. A quarter of boys were found to be struggling with those skills, compared to 12.5 per cent of girls.

Professor Segal advocated for more male teachers in schools and more mental health options for students than just a school counsellor or psychologist.

“We’re talking about children who are actually distressed,” she said.

“Boys are a bit more likely to act out a bit more aggressively. Perhaps, in a school setting, what the boys are doing is more obvious and more likely to get them labelled.

“They need some intensive support.”

Ms Game wants in inquiry into why some groups of children are excluded and absent from school far more than others.

She said about 100 pages of departmental reports and briefings on the issue, covering all year levels, showed the problem was becoming worse each year.

“In 2021, category 1 – or the most disadvantaged schools – had an absenteeism rate of 24.7 per cent compared with only a 6.7 per cent rate at category 7 school, where there is no recognised socio-economic disadvantage,’’ she said.

Suspension cannot be for more than 15 days at a time, and the much less frequently used exclusion cannot be more than ten weeks.

Acting Education Minister Katrine Hildyard rejected the need for an inquiry and said the figures showed “the vast majority of students regularly attend school”.

Sarah Game with Pauline Hanson.

Labor went to the 2022 election with a commitment to solving the problems, and easing pressures on disadvantaged groups.

“Some cohorts are over represented in absences and suspensions – and we are focusing our efforts on these students,” Ms Hilyard said.

She said the incoming government had already acted to improve the problem by:

EMPLOYING more truancy officers.

PURSUING prosecution of parents who prevent their kids from going to school.

RE-ENGAGING Aboriginal young people.

ADDRESSING violence in schools.

BANNING mobile phones in schools.

AUTISM lead teachers in every primary school.

ONE hundred new mental health and wellbeing support staff.

Mum Sami Glastonbury said the school journey of her intellectually disabled son Frank, 9, was represented in many of the figures released by the department, including his attendance dates from 2018 to 2021.

“We left the government system for the private system at the end of last year as I couldn’t fight anymore,’’ she said.

Ms Glastonbury said the state government had a plan and should be allowed time to implement the changes.

“I believe it (the problems) are systemic within the Education Department but no more inquiry, just action please.

Frank said he was sad about changing schools. “I miss my friends and I was sad to leave,” he said.

Parents for Change co-founder Anne-marie Taplin said the problems of suspension, exclusion and absenteeism reflected an “ongoing crisis” many low-income and disabled families faced.

Ms Taplin said the high rates of absenteeism, suspension and exclusion at disadvantaged schools was made worse by the inability of schools to help children with mental health challenges.

“Most of these families are forced to become a one-income family, or reliant on benefits, especially as it is mothers who are so often left to cope with a ‘difficult’ child alone,” she said.