Exclusion from school: a view from Scotland of policy and practice

Teacher efficacy and pupil behaviour: The structure of teachers’ individual and collective beliefs and their relationship with numbers of pupils excluded from school

“…There is, in any case, evidence that the characteristics of neither children nor schools fully account for rates of exclusion. Thus, it has been found that schools with very similar characteristics and intakes may differ significantly in the rate at which children are excluded because of their behaviour (Galloway, Martin, & Wilcox, 1985;Munn, Cullen, Johnstone, & Lloyd, 2001;Osler et al, 2001, Vulliamy & Webb, 2000. As suggested in the preceding review, an alternative possibility lies in the relationship between teachers' beliefs and practices, the organizational ethos of schools, and rates of exclusion.…”

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

“…For all of the parents in this study the primary motivation to appeal was the desire to redress a wrong by having an unjust decision overturned; traditionally this is the primary reason for parents deciding to go to appeal (Munn et al, 2001). For the parents in this study the wrongs included; feeling that the headteacher and governing body had overreacted and not taken into account the problems some children were experiencing with the transition to secondary school, other emotional challenges that a child was facing including a child being bullied by another child; feeling support services had failed their child; lack of recognition of SEND; using exclusion as a 'back door' method (Parent 5) to get rid of an unwanted pupil and a sense that the parents were being blamed for the child's behaviour rather than the school accepting any responsibility: (I)t was way too extreme, he is only 11.…”

“…Runswick-Cole (2007) observes that engagement with education tribunals impacts upon 'the social, emotional and financial wellbeing of the family' (p.315). When a child or young person is excluded from school this often results in tremendous stress for parents (Parsons and Castle 1998;Munn et al 2001) and it is predominantly mothers who negotiate the process and so feel the greatest burden of this (Gazeley 2012). Permanent exclusion is often an additional stress within a family life that may already be oppressed by poverty, ill health and poor housing (Parsons and Castle 1998;Munn et al 2001).…”

Protocol for a systematic review: School‐based interventions for reducing disciplinary school exclusion: A systematic review

“…Even if school policies suggest the use of exclusion as a measure of last resort, reserved for only the most serious and persistent offences (Skiba & Peterson, 1999; Gregory & Weinstein, 2008; Skiba et al, 2012), research evidence suggests that behaviours provoking this type of punishment can also involve minor offences (Munn, Cullen, Johnstone, & Lloyd, 2001; Skiba, 2014). Fenning et al (2012) provide a case in point: Their research concluded that suspension and expulsion were the most common types of punishment imposed as a response to minor problems such as tardiness and school truancy.…”