The exclusion of children from school, either on a fixed-term or a permanent basis, is a
disciplinary tool used in primary and secondary schools throughout the United Kingdom.
Students with special educational needs (SEN) are more likely to be permanently
excluded than pupils without SEN (Department for Children, Schools and Families
2009). In this review paper, I will examine the role of underlying behavioural difficulties
in school exclusion and specifically explore the potential role of ADHD in disruptive
behaviours. Finally, with a view to initiating a discussion that emphasizes early
recognition and proactive management of the causes of disruptive behaviour, I will use
the evidence from this review to identify areas for further consideration. The overarching
intent of this effort is to encourage continued debate among all stakeholders in
this important issue that impacts children’s potential and incurs a significant societal cost.peer-reviewe
