After exclusion what?

Mills, Martin; Riddell, Sheila; Hjörne, Eva

doi:10.1080/13603116.2014.961674

Cited by 14 publications

(8 citation statements)

References 16 publications

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“…Exclusion rates have historically been higher in the UK compared to the rest of Europe, however other European countries have not excluded in the same 'legalised and regulated form' as the UK (Walraven et al 2000:83). The removal of pupils from schools is used internationally within education as a 'disciplinary tool' (Mills et al 2015;Parker et al 2015: 229). It is 'common' practice within Western industrialised countries (Hemphill and Schneider 2013: 88) many of which have established systems of appeal.…”

Section: Introductionmentioning

confidence: 99%

‘I didn’t stand a chance’: how parents experience the exclusions appeal tribunal

Hodge

Wolstenholme

2016

International Journal of Inclusive Education

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In September 2012 the process changed in England for how parents (and carers) can appeal against their child's exclusion from school. This paper is one of the first accounts of how parents experience the new system. Using data from a research study with a range of stakeholders in the appeals process, this paper focuses on the accounts of the 21 parents interviewed. Thematic analysis was utilised to identify the factors that motivate parents to make an appeal, the barriers and enablers to doing so, and the physical, emotional and financial costs that result from engagement with the process. The findings reveal that the costs are extremely heavy for parents with very limited rewards. The process is experienced as inequitable with a bias towards schools and many of these parents call for the provision of experienced legal support to make it a more balanced system. In spite of the challenges involved the need to call schools to account remains a strong motivation to appeal but this was not the preferred option for parents. Instead they call for schools to develop more inclusive and enabling environments that rely more on understanding the needs of pupils and their families than on exclusion from school.

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Section: Introductionmentioning

confidence: 99%

‘I didn’t stand a chance’: how parents experience the exclusions appeal tribunal

Hodge

Wolstenholme

2016

International Journal of Inclusive Education

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“…Permanent and fixed-term school exclusions have risen sharply in England in the last few years. Policy discourse in England has tended to individualize reasons for exclusion rather than develop an understanding of exclusion in the wider context of education and social policy (Mills, Riddell, & Hjörne, 2014). Official advice is that, while permanent exclusion is a last resort, the government supports head teachers' right to exclude (DfE, 2017).…”

Section: Social Inclusion and Exclusion In Education In Englandmentioning

confidence: 99%

Learning the Pedagogy of Potential: Social Inclusion and Teacher Education

Thompson

2020

Handbook on Promoting Social Justice in Education

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Potential in education suggests the possibilities for learning and development for every child and young person. Yet the overwhelming evidence in England is that the potential of many young people is not currently met by school systems. The strong link between social disadvantage and poor educational outcomes is well documented in the research literature as have been the effects of poverty on young people's health and well-being. Evidence from empirical research studies and statistical analyses has repeatedly shown that the most economically disadvantaged students with a special educational need have the poorest educational outcomes in England in terms of educational achievement and emotional wellbeing. England is the only jurisdiction UK where education is directly controlled by the education department of the central UK government. It is also, arguably,

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“…However, in contrast to Scotland, and to some degree Northern Ireland, Wales, commitment to accountability appears to override practices of inclusion in England (ADCS, 2018). Moreover, policy discourse in England has tended to individualise reasons for exclusion rather than develop an understanding rooted in the wider context of education, social and health policy (Mills, Riddell & Hjörne, 2014). The Children's Commissioner for England (2013) has argued for a greater understanding of the ways that conflicting policy motives may in practice form 'perverse incentives' for schools to exclude students.…”

Section: School Exclusion and Send In Englandmentioning

confidence: 99%

Prácticas de exclusión en culturas escolares inclusivas en Reino Unido

Daniels¹,

Thompson²,

Tawell³

2019

publicaciones

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En los últimos 30 años ha surgido una tensión en Reino Unido entre las políticas diseñadas para alcanzar la excelencia educativa y las políticas que buscan promover una práctica inclusiva. La descentralización y consiguiente traspaso de competencias a las cuatro jurisdicciones de Reino Unido ha llevado a diferencias en las prácticas desarrolladas a partir de lo que originalmente era un conjunto común de valores y creencias culturales e históricas. En particular los cambios de política en Inglaterra han resultado en incentivos perversos para que las escuelas no satisfagan las necesidades de los estudiantes con necesidades educativas especiales y discapacidades y pueden terminar en su exclusión escolar. Ilustramos el funcionamiento de estos incentivos perversos a través de un análisis histórico cultural de las formas en que los profesionales de diferentes servicios pueden tener diferentes motivos de objeto. Abogamos por prácticas de co-configuración interprofesional y el trabajo en nudos con el fin de lograr relaciones y patrones de comunicación significativos que unan a los servicios para jóvenes con discapacidades y necesidades educativas especiales.

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After exclusion what?

Cited by 14 publications

References 16 publications

‘I didn’t stand a chance’: how parents experience the exclusions appeal tribunal

‘I didn’t stand a chance’: how parents experience the exclusions appeal tribunal

Learning the Pedagogy of Potential: Social Inclusion and Teacher Education

Prácticas de exclusión en culturas escolares inclusivas en Reino Unido

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