Background Official data for from the Department for Education (DfE, 21-22) in England show a figure of 2.2% of pupils classified as autistic in English schools. Educational exclusion is a growing problem that is affecting these pupils disproportionately. DfE data highlights that autistic pupils are approximately twice as likely as other pupils without special educational needs to receive a fixed-term exclusion (suspension) from school. One of the striking issues, which is hidden from DfE figures, is the use of unofficial or unlawful exclusion practices in English schools. Methods Our research investigated the causes and impacts of excluding autistic children and young people in England. We conducted a literature review; examined DfE data; asked autistic adults (n=22), parents (n=203) and educational leaders (n=91) to complete a questionnaire; ran four focus groups with the Autism Education Trust Young Person’s Panel (n=10) and interviewed members of the Communication and Autism Team from Birmingham City Council (n=8) on challenges and best practice related to exclusions. Findings The reasons schools give for permanently excluding an autistic pupil often centre on the behaviour of the pupil. However, parents and autistic adults in our research emphasised that the exclusion of autistic pupils is the result of a failure of staff to make reasonable adjustments, inadequate systems and policies, or budgets being cut in the areas of pastoral and mental health support. There was tension between the perspectives of educators on the one side and autistic pupils and their families on the other. The impact of exclusion on autistic CYP is profound and lifelong, leaving a sense of injustice, anger and feeling let down by the education system. Exclusion places additional demands on families as managing reduced timetables is complex. Many families need to give up work, leading to financial pressures. Exclusion also leads to isolation and stigma for the whole family. This in turn impacts on family relationships and dynamics, including siblings. Conclusions The implementation of appropriate educational support for these pupils is vital to reduce school exclusions and ensure positive educational experiences. There is urgent need for: • More support for the pupil and their family during exclusion. • Training for education staff. • Better funding to make required environmental changes. • Improved resources to provide safe spaces. • Systemic changes, including policies on reasonable adjustments and individualised behaviour policies in schools.

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