In 1996, the authority within which this researcher works became a Unitary Authority. and received a substantial Standard Fund Grant to tackle exclusion and disaffection. The project aims included the objective of increasing the number of permanently excluded pupils returning to mainstream schools. I was seconded to the projec~ as a full time educational psychologis~ along with a behavioural support teacher. education social worker and four learning support assistants. The project, though changing year on year in terms of specific conten~ continued for three years; towards the end of this period, the reintegration process for excluded children became the responsibility of the behaviour support service, and the project as a discrete entity ceased to exist. Permanent exclusion rates in this LEA mirrored national figures at the time the project began. Review of the literature revealed that although plenty had been written about exclusion, relatively little existed in the literature concerning the return of permanently excluded pupils to new schools. Of the small body of literature that did exist, much was found to be speculative. In addition, little had captured the views of pupils and families about the processes of reintegration. The literature indicated various factors that were believed to be important in ensuring success of new placements, including a small amount specifically related to post-exclusion, though it was observed that the evidence upon which this was based could not be described as robust. The present empirical study sought to discover the perceptions of participants (pupils, families, school staff and LEA support staff) about the experiences of return to mainstream school for five pupils. These pupils were selected on the basis that they had maintained new placements for at least three terms following return. This study took a ~solution focused' view - ie it explored the factors which participants viewed as important in supporting the long-term success of new placement. This perspective arose because examination of LEA records revealed that over a period of six years, some years showed only 25% of pupils were maintained in new placements for three terms or more. Data was obtained through individual interviews with parents, pupils,receiving school staff and LEA support staff. In additio~ a focus group interview was held with members of the LEA behaviour support team. Since participant perceptions and attitudes were sought, 'new paradigm' interpretive methodology was applied, and grounded theory was used to analyse individual interviews and focus group data. The main findings of the research highlighted: • the varying perceptions of what constituted 'successful' reintegration: LEA records were not always consistent with parental perception • the relatively low profile given by pupils and parents to the preparation of new placements in terms of curriculum, basic skills, subject choices, graduated build up etc (all of which are indicated to be important by the existing literature) • the critical importance of the quality of relationships within pupil relational networks: this dimension incorporates adult/pupil relationships, those pertaining to adult/adult relationships within the pupil network, and pupil/pupil networks • the quality of emotional support available to pupils, arising from the quality of those relationships within the relational network. In addition, academic support was also raised • the perceived importance of the pupils' own characteristics: attitude towards the new placement and their determination to succeed In the context of pupils returning to new mainstream schools following permanent exclusion, and sustaining these placements beyond three terms, the present study (through the application of grounded theory) raises three core dimensions which play a critical role in initial and maintained success, namely: relationships, support,and pupil characteristics. Some of these issues raised may also be directly applicable to other aspects of inclusive practice, for example pupils moving from enhanced provision/special units/special schools into mainstream settings. The psychological and social processes of such transitions for pupils and their families may well echo those described in this dissertation.

No description available.

The purpose of this study was to consider how parents' and pupils' make sense of their lived experience of permanent exclusion and highlight any arising key messages for professional practice, in terms of both retaining these pupils in mainstream schools and re-integrating them into a new mainstream school after exclusion. Semi structured interviews were conducted with six parents of pupils who attended a Pupil Referral Unit (PRU) within the local authority. The children of these parents who had been excluded were also interviewed. An additional focus group was also conducted with staff at the PRU; in this focus group the research themes were shared and PRU staff were asked to reflect on their role in response to the themes. An Interpretative Phenomenological Analysis (IPA) methodology was applied to the generated data from the semi structured interviews and focus group. The significant themes emerging from the analysis of the pupils', parents' and PRU staff accounts highlighted that in some mainstream schools, school systems are failing pupils, and that what these pupils actually need is a protective nurturing environment. Another significant theme shared by Pupils' and PRU staff accounts draws attention to the anticipation of change for the young person and the importance of ensuring a successful re-integration back into mainstream school. The role of parents in the exclusion process was also seen as a central theme to both parents and the PRU staff. The results are discussed in light of improving school systems to engender a more inclusive ethos. The central importance of positive relationships and interactional patterns between teachers' and pupils' within school is also discussed. Recommendations are provided for all professionals with the hope that this might lead to more effective practice.

Having been permanently excluded from school, the educational options for young people are often restricted to either Special Schools for Behavioural, Emotional and Social Difficulties (BESD), or the alternative sector. This research is based in a Local Authority in which there are no BESD Special Schools and so the vast majority of excluded young people are placed in an Independent Alternative Provision (lAP). Yet lAPs represent a largely unregulated sector, which has received sparse interest from the research community. As such, very little is currently understood as to the experience of attending these provisions. This study addresses this matter, with an exploration into the sense young people make of their educational experiences in an lAP. This study reports data from five young people, aged 14-16, using semi structured interviews, which were transcribed verbatim and analysed, using interpretive phenomenological analysis. The data was collected over two interviews with each participant. Interpretations and summaries were later checked with participants in order to check the validity of the data. Whilst some idiosyncratic findings are reported, there was a marked consistency in the perceptions made about the lAP, these have been categorised into three main themes. Firstly, 'Myelf focuses on the positive changes young people have recognised in , themselves, since they started at the lAP. Secondly, 'What I get from coming here' considers what young people feel they have gained since attending the lAP. Whilst three of the five participants reported being able to focus on their learning for what seemed the first time in their schooling, different educational experiences were reported for the others. An interpretation as to why accounts differ, is made in reference to two psychological , constructs. The final super-ordinate theme discusses 'Relationships'. In line with previous research, young people placed considerable value on their relationships with staff and also spoke of a family atmosphere in the lAP. Through a focus on experience, this research also questioned whether young people benefitted from their placement in the lAP. The interviews with three young people in particular, appeared : to suggest that benefits were recognised in the form of 'basic' needs being satisfied. This research discusses psychological concepts that can be used as frameworks of practice, in clarifying the ambiguous task faced by education providers, who are tasked with addressing the 'needs' of young people.

This study explored from multiple perspectives the curriculum experiences of secondary pupils attending a mainstream comprehensive school who have experienced repeated, fixed term exclusions from school. A previously conducted small scale study (Fletcher, 2006) with permanently excluded pupils and their teachers identified curriculum issues as critical in terms of promoting successful inclusion and helping to prevent a permanent exclusion from school. The present research explored the curriculum experiences of pupils attending a mainstream secondary school, prior to, during and subsequent to a fixed term exclusions(s) to identify what, if anything could be more effective and/or preferred in terms of curriculum experiences for these pupils.

No description available.

Although evidence of the negative, long-term implications of school exclusion has been widely documented, levels of school exclusion remain high. A number of studies have reported outcomes of various school-based interventions to support pupils at risk of exclusion and those experiencing social, emotional and behavioural difficulties (SEBD). The aim of the current study was to evaluate the effectiveness of an intensive, out-of-school, emotional literacy programme for pupils in Key Stage 3 at risk of exclusion. The sample comprised 26 pupils (mean age l3:2) who participated in the programme during 2008. A mixed measures design was implemented, using quantative methods to collect data on exclusion rates and measure changes in pupil behaviour; qualitative methods were used to collect information on the views and experiences of pupils, parents and school staff involved with the programme. There was a significant reduction in fixed term exclusions following the programme, but limited changes in ratings of pupil behaviour. Qualitative information enabled the strengths and weaknesses of the programme to be identified. These findings are discussed in relation to previous research and implications for professional practice and further research are considered.

No description available.

This study investigated why boys were more likely to be excluded than girls. The main research site was an 11-16 comprehensive in a market town, although findings were triangulated through a project in a feeder junior school. The research evolved in two phases. Phase One involved 67 loosely structured, fifty minute interviews with pupils who had been excluded for a fixed term. Phase Two involved four action research projects which triangulated and developed the Phase One findings. The projects consisted of an Anger Management therapeutic group with some of the excluded boys interviewed in Phase One, two days of staff training in Transactional Analysis, a self-discovery club with junior school pupils at risk of exclusion and a year 7 drama curriculum which taught Transactional Analysis, conflict resolution, meditation, emotional literacy and self-awareness. Findings were analysed using Strauss and Glaser’s concepts of grounded theory, emergent themes and the constant comparative method. Transactional Analysis was used as a practical as well as an analytic tool. The practical research took place between 1999 and 2002. The study found that all of the children who had been excluded were either threatened with loss or had suffered or were suffering from losses which threatened their safety and/or security. The effects of these losses gave rise to the emotions of bereavement which included anger. Boys and some girls used the emotion of anger as a mask for other emotions such as sadness and fear. The masking of vulnerable emotions was part of the way in which the boys constructed their masculinites. The losses brought with them loss of attachment and low self-esteem which led to students being more influenced by their peer group than by the adults around them. It was found that it was possible to counter the effect of these losses and the negative effects of the anger. The action research methods proved to offer part of the answer to the research questions. Trust was central to the development of new attachments and teachers could develop this trust using Adult-Adult behaviours, from an ‘I’m OK, You’re OK’ life position. Positive strokes encouraged desired behaviour. However, central to the ability to use these techniques was the concept of self-awareness that could be accessed through talking and being listened to by some one who did not judge. Meditation also proved to be helpful in bringing awareness and minimising stress. The concept of the Drama Triangle proved invaluable in understanding what occurred during exclusion incidents. Techniques were found to work with staff, secondary and primary school pupils. The implications of the research are that it is possible for staff to minimise exclusion incidents directly and indirectly by modelling peaceful behaviours. The research shows that pupils get excluded when they are under stress and that it might be profitable to listen to them after an exclusion to elicit their feelings. The study recommends future research which develops these ideas in other settings and investigates what happens for the teachers during an exclusion incident.