Gypsy, Roma and Traveller pupils in schools in the UK: inclusion and ‘good practice’

Abstract

This paper examines inclusionary processes and examples of 'good practice' in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of 'good practice', but at the same time it stresses that the TES is not a substitute for the school's educational and welfare responsibilities. The paper will also argue that the commitment of the head teacher and senior management team to the inclusive ethos of the school is crucial in setting the tone of the school towards positive treatment of Gypsy, Roma and Traveller pupils. Where an inclusive ethos works successfully it is often the result of a wider social engagement between the school and community. The paper will draw on qualitative interview data with parents, head teachers, deputies, heads of year, teachers, and classroom assistants at the schools.

Gypsy students in the UK: the impact of ‘mobility’ on education

“…School's often limited understanding of such cultural boundaries contributes to poor achievement and exclusion (D'arcy 2017; Derrington and Kendall 2008;Wilkin et al 2010). Despite this there has been a significant increase in school attendance since the 1960s when as few as 4% of children attended to a present day figure of around 70% (Bhopal and Myers 2009) possibly reflecting a pragmatic approach to changing economies and employment opportunities (Myers, McGhee and Bhopal 2010;Casa-Nova 2007). Levinson (2015) argues that despite these changes many Gypsies still wish to retain a sense of their own individualised culture and identity that in part relates to nomadism and travelling, (even if it is not overtly reflected in their daily routines).…”

Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning

“…In this context, promoting dialogue with the Roma community has been identified as central to closing this gap and to transforming these situations (Bhopal, 2004). In addition, the commitment of the school staff to create inclusive schools has also been studied as an element of key importance for the inclusion of the Roma (Bhopal & Myers, 2009).…”

‘This is a school, it's not a site’: teachers' attitudes towards Gypsy and Traveller pupils in schools in England, UK

“…Many TES teams also develop curriculum materials and provide training for schools for the inclusion of nomadic groups (see Tyler, 2005). However, research has highlighted that TES members can be overprotective of Gypsy and Traveller communities, which can result in schools relying on the TES to communicate with the families rather than schools doing this themselves (Bhopal & Myers, 2009). This can lead to conflict between the schools, the TES and the families.…”

“…One of the reasons for this was the issue of safety. Parents were happy to send their children to primary school as children often attended primary school with their siblings, cousins or other children they knew from the site (see Bhopal & Myers, 2009). The head teacher at Ashwood primary school was instrumental in encouraging positive attitudes towards the Gypsy and Traveller community:…”