Alternatives to school exclusion: interviews with headteachers in England

In England, there is a lack of qualitative data exploring the approaches used across age phases and types of schools seeking to provide alternatives to school exclusion. The study used thematic analysis and semi-structured 1:1 interviews with 46 headteachers to determine the strategies employed in t...

Full description

Saved in:
Bibliographic Details
Published inEmotional and behavioural difficulties Vol. 26; no. 4; pp. 375 - 393
Main Author Martin-Denham, Sarah
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.10.2021
Taylor & Francis Ltd
Subjects
Administrator Attitudes
Age differences
Alternative approaches
Alternatives
Barriers
Behavior Problems
Discipline
Education authorities
Educational needs
Elementary Secondary Education
Expulsion
Foreign Countries
headteachers
Inclusion
Intervention
Interviews
Leadership Styles
Mainstreaming
Mental Health
Parent Participation
policy
Principals
Role
School exclusion
School Personnel
Schools
Special needs children
Student Behavior
Student Needs
Suspension
Thematic analysis
Well Being
United Kingdom (England)
United Kingdom > UK
England
Online AccessGet full text

Cover

More Information
Summary:In England, there is a lack of qualitative data exploring the approaches used across age phases and types of schools seeking to provide alternatives to school exclusion. The study used thematic analysis and semi-structured 1:1 interviews with 46 headteachers to determine the strategies employed in their contexts. Three themes were identified: exclusionary systems, processes, and practices; limbo (schools in the mid-ground between inclusive and exclusive practices); and inclusionary systems, processes, and practices. The research highlights the vast range of alternative approaches to school exclusion used in different types of schools. It is evident that the lack of definition of 'inclusion' in Department for Education statutory guidance, coupled with schools being able to isolate and segregate children with special educational needs and disabilities for 'limited periods', allows for the adoption of exclusionary practices. The results have important messages for the Department of Education in understanding the range of inclusionary and exclusionary approaches used in schools. Furthermore, the study highlights the importance of 'inclusion' being consistently defined and explained across departmental statutory guidance to support the adoption of inclusive approaches in schools.
ISSN:1363-2752
1741-2692
DOI:10.1080/13632752.2021.1983326