Punished for Caring is a practitioner led report examining the disproportionate use of suspensions, permanent exclusions and alternative provision pathways for young carers in England.
Authored by Shakira Bryan, Founder of SCB Inclusion Consultancy.
Published in partnership with MYTIME Young Carers.
Drawing on national data, frontline practice and lived experience testimony, the report exposes how unmet caring responsibilities, systemic blind spots and rigid school systems combine to push vulnerable children out of mainstream education.
This work is intended for school leaders, multi academy trusts, local authorities and professionals working at the intersection of education, safeguarding and inclusion.
Punished for Caring:
Suspensions, Exclusions and the Young Carer Crisis
Authored by Shakira Bryan, Founder of SCB Inclusion Consultancy.
Published in partnership with MYTIME Young Carers.
“Shakira has a strong and well-developed knowledge of education, inclusion, and support for vulnerable learners. She applies this confidently in practice and consistently seeks to deepen her understanding,.”
Melissa, Higher Level Teaching Assistant.
Why this matters for schools and system
Young carers are significantly overrepresented in exclusion data, yet their caring roles are frequently unidentified or misunderstood within education settings.
When behaviour, attendance and safeguarding are viewed in isolation, caring responsibilities are often missed. This can lead to exclusion being used as a response to complexity rather than a trigger for support.
For schools and systems committed to inclusion, early intervention and equitable outcomes, this report provides a critical evidence base for reflection, challenge and change.
About the report
Punished for Caring explores the structural and relational factors contributing to higher rates of suspension, exclusion and referral to Pupil Referral Units for young carers.
It examines how caring responsibilities remain hidden within schools, how behaviour is frequently misinterpreted, and how exclusion processes can compound harm rather than provide support.
Key themes include stigma, unmet need, behavioural framing, inconsistent support, transition failures and post sixteen pathways.
How this work informs practice
The findings from Punished for Caring directly inform the consultancy, training and systems level work delivered through SCB Inclusion Consultancy.
The report is used to support schools, trusts and local authorities to critically review exclusion practices, strengthen the identification of young carers, and develop more responsive approaches to behaviour, safeguarding and inclusion.
This work aligns closely with the updated Ofsted inspection framework, particularly the increased focus on vulnerable pupils, inclusion, behaviour culture and the effectiveness of safeguarding. Schools are supported to move beyond compliance and towards confident, evidence informed practice that inspectors can see and understand.
Through this approach, SCB Inclusion Consultancy supports settings to:
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Review behaviour and inclusion systems through the lens of the updated framework
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Identify risk areas linked to exclusion, attendance and unmet need
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Strengthen staff understanding of young carers as a safeguarding and inclusion priority
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Ensure reasonable adjustments and flexible responses are embedded in everyday practice
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Develop a clear and credible inspection narrative rooted in lived experience and impact
This ensures that support is grounded in evidence, professional insight and lived experience, with a clear understanding of how systems operate under pressure and how inclusive practice can be sustained in real school contexts.
Sector engagement and recognition
The report was formally launched at the House of Commons in September 2025, following an invitation to present its findings to policymakers and sector leaders.
The launch was attended by Members of Parliament, members of the House of Lords and senior professionals from across education and safeguarding. Representatives from Ofsted were also present, reflecting the national relevance of the issues explored within the report.
This engagement has supported wider sector conversations around exclusion, safeguarding and the experiences of young carers within education systems.
Author Bio
Shakira is an education and inclusion specialist with extensive experience supporting vulnerable learners across mainstream and alternative provision nationally. Their work focuses on inclusion, behaviour, safeguarding and systems change, with a particular emphasis on the experiences of young carers.
This report was researched and written by Shakira in their professional capacity and published through MYTIME Young Carers, where they lead a national school based provision.
“One of the best people I have ever worked with. A wiz with data and able to structure people working under her, making the day simple and ensuring things were run accurately and smoothly even during tough moments.”