Young people with additional needs have said they are unfairly excluded from mainstream schools because of racism and a lack of understanding from professionals.

The Government recently revealed that pupils with special educational needs or disabilities (SEND) were three times more likely to be excluded than children without additional needs if they had an Education Health and Care Plan and five times more likely to be excluded without a plan.

The charity the Children’s Society spoke to pupils from two North London schools – one for children with special educational needs, the other an alternative provision school – to understand why so many were being excluded from mainstream schools.

The pupils spoke about a culture of prejudice. They said consequences for poor behaviour escalated more quickly and led to harsher sanctions for children from certain ethnic groups. They also said teachers did not take complaints of racism seriously.

The young people said staff in mainstream schools had unrealistic expectations of their maturity and ability to communicate needs, and lacked awareness of how additional needs affected behaviour. Pupils often did not get help to address their behaviour and understand its likely consequences.

Some complained of staff being too busy, that they were not listened to, including when they were in trouble, and that teachers refused to explain decisions.

Some of the pupils felt suspensions could help students reflect and learn. But most thought permanent exclusions were often unfair and unsupported by evidence.

The pupils were not always forewarned of the sometimes rapid escalation of sanctions to the point of exclusion and said other sanctions were often disproportionate. They said isolation units were overcrowded, making them feel trapped, and were being used by teachers who did not know what else to do.

Students said their behaviour improved in their new setting with smaller classes and support from mentors or staff who listened, treated them like young adults and offered praise.

The report calls for alternative provision and mainstream schools to share best-practice so pupils are better supported.

It warns exclusions often fail to address issues affecting children’s behaviour outside the classroom and merely transfer risks into the community.

Claire Alldis, national manager of The Children’s Society’s Disrupting Exploitation programme, said: ‘School exclusions should be a last resort for any child, and it’s a real concern that vulnerable children with additional needs are disproportionately likely to be excluded.

‘What children told us was worrying. They spoke of experiences of racism, of staff being too quick to exclude children, not listening and failing to take their additional needs into account or understand the root causes of their behaviour.

‘The vast majority of school staff have the best interests of pupils at heart, but there are systemic issues here which we hope our recommendations will help to address. Children with SEND should not have to be excluded to get the support they need.’