Children missing from school systems: exploring divergent patterns of disengagement in the narrative accounts of parents, carers, children and young people

Integrating objects of intervention and organizational relevance: the case of safeguarding children missing from education systems

“…In case 1 above, the family initially received a positive response from the women's refuge (Cramer, 2005); however, subsequent encounters with the education authority frustrated the mother's 'object of intervention' (securing schooling close to home). In this particular local context, the school's admissions service faced unusual pressures of very high residential and thus pupil mobility, linked factors that are seen to exert significant practical pressures on the ability of education authorities to respond flexibly to individual needs (Dobson et al, 2000;Ofsted, 2002;Broadhurst et al, 2005). Given the demands of the local context, direct conflict resulted between the needs of the family and those of the school's admissions service.…”

“…Whilst three cases are outlined, the key finding that we discuss, the service users' unsuccessful attempts to secure their 'objects of intervention', was a common theme throughout the narrative accounts in the larger data-set. Again, our earlier paper provides a fuller account of findings from the larger sample (Broadhurst et al, 2005).…”

“…In this paper, we draw on selected case studies for illustrative purposes; however, the cases and the issues we have chosen to focus on reflect consistent findings across the data set. For a full account of methodology, background to the research, and findings see the work of Broadhurst et al (2005).…”

‘Education is important, but …’ Young people outside of schooling and the Finnish policy of ‘education guarantee’

“…In the case of reaching those young people with the most severe social problems, including violence and crime at home or homelessness, it usually requires extensive collaboration between researchers, social workers and other professionals, and even the police (e.g. Broadhurst et al, 2005).…”

Widening access, widening participation, widening success:an Indian case study

“…The first is inclusivity (Bunyan and Jordan, 2005). The second is excellence (Broadhurst et al, 2005). Inclusivity focuses on human rights, individual needs and the accessibility of education to everyone so that they can actively participate in wider culture and democracy.…”