Inquiry into Suspension, Exclusion and Expulsion Processes in South Australian Government Schools

The Terms of Reference for this Inquiry are broad and require an understanding of the recent history of education in South Australian government schools, particularly the development of policies and procedures relating to school discipline, to provide a backdrop to the data, discussion and recommendations that follow. The background and context to this Inquiry is considered in Chapter 2, which provides a brief summary of the South Australian schooling community and historical developments including recent inquiries and Royal Commissions relating to the use of discipline in South Australian government schools.As noted above, the Terms of Reference require an analysis of whether the Department for Education is complying with international conventions, legislative requirements, and governmental and departmental policies and procedures in its use of suspensions, exclusions, and expulsions. They also require an analysis of whether policy and procedures align with best practice. In order to address these Terms of Reference, Chapters 3 and 4 consider existing legal and rights frameworks, including recent literature regarding best practice. Specifically, Chapter 3 provides an analysis of obligations under relevant international instruments and Commonwealth legislation and policy, and summarises South Australian legislation, policy and procedure relevant to the Terms of Reference. Chapter 4 follows with an analysis of relevant literature regarding best practice in supporting students’ equal access to education and use of disciplinary practices.Feedback received through focus groups and interviews with stakeholders, as well as responses to the online submissions survey are analysed in Chapter 5. This is followed by an analysis of data received from the SA Department for Education Data Unit in Chapters 6 to 10. Specifically, Chapter 6 considers data relating to the prevalence of take homes, suspensions, exclusions, and expulsions, and includes an examination of patterns (i) over time, (ii) by year level (R-12), (iii) school phase (primary vs secondary), (iv) in primary and secondary ‘other’ settings, and (v) in Flexible Learning Options (FLO). Chapter 7 follows with a deeper look into patterns for each type of disciplinary response. Chapter 8 explores the over-representation of ‘at-risk’ students in take homes, suspensions, exclusions, and expulsions, including students with disability, Aboriginal students, students living in care, and students from low-socio-economic backgrounds. Chapter 9 provides an analysis of data and trends relating to alternative education programs including part-time arrangements, Flexible Learning Options (FLO), Open Access College and home-schooling. Finally, Chapter 10 examines data and record keeping.Chapter 11 then discusses findings relevant to each of the Terms of Reference through examination of the data in Chapters 5 to 10 with reference to the legal and rights frameworks considered in Chapters 3 and 4. Examples of good practice are identified, as well as practices that are not compliant with legal obligations and international human rights principles. Finally, recommendations are made to support the Department’s future roadmap for legislative, policy and practice reform to promote the rights, interests and outcomes of students and improve alignment with international human rights obligations