Does Every Child Know They Matter? Pupils' Views of One Alternative to Exclusion

Abstract

Schools are now urged to make every child matter. In this paper we present the case of the Coalfields Alternatives to Exclusion (CATE) strategy in which pupils at risk of permanent exclusion are offered the opportunity to start afresh in a new school. Without the stigma of exclusion, pupils are able to develop new relationships with peers and teachers and enhance self-esteem. We argue that this system of managed moves, despite some difficulties and challenges, offers an insight into the ways in which feelings of mattering can be translated into new behaviours and intentions. This we suggest provides pupils with a positive opportunity to resume their education and to be genuinely included in the life of their new school.

Managed moves: schools collaborating for collective gain

“…Integral to this was the formation of relationships with staff that were characterised by trust and respect. We have argued that this relational change is a necessary first step in the practices of inclusion (Harris et al 2006). We now explore some of the events and processes that engendered these feelings, allowing these qualitatively different relationships to develop and we look at what this reveals about creating more inclusive schools.…”

“…There was support for CATE across all stakeholder groups, although a number of issues and concerns were also noted (see Harris et al, 2006). This paper focuses primarily on outcomes, both 'hard' and 'soft', that relate directly to the pupils themselves.…”

“…Data were also gathered using observation and document analysis, alongside analysis of school exclusion statistics and a survey completed by teaching and non-teaching school staff. For a fuller description of research methods see Harris et al (2006).…”

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

“…To compound these difficulties, students with EBD have their voices heard the least, are empowered the least, and are the least liked group of students (Baker, 2005;Cooper, 2006;Lewis & Burman, 2008). With all of these obstacles to success, students with EBD have indicated that the relationship that they have with teachers is one of the most important factors in their success (Cefai & Cooper, 2010;Garner, 1993;Harris, Vincent, Thomson, & Toalster, 2006;Jahnukainen 2001;Pear, 1997;Sellman, 2009;).…”

Disciplinary regimes of ‘care’ and complementary alternative education

“…Cuts to local authority provision, the development of school-run collaborative processes for young people excluded from school, the growth of 'managed moves' programmes (Abdelnoor, 2007;Harris, Vincent, Thomson, & Toalster, 2006;Vincent, Harris, Thomson, & Toalster, 2007) and a recent trial to test out schools' capacity to commission all of their own alternative education provision (Institute of Education (University of London) and the National Foundation for Educational Research ( NFER), 2013) have all contributed to a significant increase in complementary AE. This expanded AE is either run by schools themselves or with a small group of 'preferred providers' (Institute of Education (University of London) and the National Foundation for Educational Research ( NFER), 2014).…”