State secondary school pupils in England who have a history of receiving social care or support from special educational needs services are much more likely to be excluded, a new study has revealed.

UCL researchers analysed data from the Department for Education on the one million children starting state secondary school in September 2011 and 2012.

The researchers found that 13% of all pupils were excluded at least once in secondary school.

However, they also discovered that among children with social care involvement or who received SEN support, this figure was much higher.

A third (33%) of children with a history of any form of social care in years 4 to 6, faced exclusion during their time at secondary school, according to the study.

Around 40% of children who had had a child protection plan or were looked after in state care in Years 4 to 6 were excluded at least once across secondary school.

The UCL study also found that 46% of children who had had both a child protection plan and a history of SEN services were excluded at least once across secondary school.

Lead author, Dr Matthew Jay (UCL Great Ormond Street Institute of Child Health), said: ‘These findings speak to the intersecting problems that many children and families face that mean they cannot access education – something which is a fundamental human right.

‘We examined two different groups of children, whom the state has recognised as needing extra help with education and staying in school. And yet, they are still being excluded very frequently – and much more frequently than other children.

‘Many children who receive social care services also receive SEN provision at some point throughout their school career. A large part of this is due to social, emotional and mental health needs – which is not surprising given the adversity they faced earlier on in life.

‘However, when schools are under resourced and teachers don’t have the training or time to help these children and families the way that they need to be helped, problems can escalate, leading to children being excluded.’