Improving pupil referral unit outcomes: pupil perspectives

Michael, Siobhan; Frederickson, Norah

doi:10.1080/13632752.2013.801112

Cited by 29 publications

(26 citation statements)

References 44 publications

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“…Whilst PRUs are not designed for (and should not be used as a destination for) vulnerable autistic children, it was seen to offer some protection from the sensory demands found in mainstream education (Lloyd & O'Regan, 1999;Michael & Frederickson, 2013). For autistic children, an inability to effectively digest the sensory environment may cause disruption to daily routines (Schaff, Toth-Cohen, Johnson, Outten, & Benevides, 2011) and lead to withdrawal or aggression (Bogdashina, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Humphrey and Lewis (2008), for example, found that anxiety, sensory-sensitivities, bullying and low selfimage contributed to negative secondary school experiences in their sample of 20 autistic boys. More recently, Dillon, Underwood and Freemantle (2016) reported how 14 autistic secondary school students (11 boys, 3 girls) were positive about their environment and appreciated good relationships with staff; reiterating how calmer atmospheres and positive staff-pupil relationships are potentially crucial to inclusion (Brede et al, 2016;Lloyd & O'Regan, 1999;Makin, Hill & Pellicano, 2017;Michael & Frederickson, 2013;Robertson, Chamberlain, & Kasari, 2003).…”

mentioning

confidence: 99%

“…PRUs provide education to children from a variety of backgrounds, including excluded students, those at risk of exclusion, those that are ill or those lacking appropriate school placement (Michael & Frederickson, 2013). Children with SEN, including autism, are frequently educated in PRUs (Department for Education, 2016).…”

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confidence: 99%

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Autistic girls and school exclusion: Perspectives of students and their parents

Sproston

Sedgewick

Crane

2017

Autism & Developmental Language Impairments

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Background and aims: If a child's behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little is known about experiences of school exclusion from the perspectives of autistic students and/or their parents. This is particularly the case for girls on the autism spectrum. Methods: Semi-structured interviews were conducted with eight autistic girls and their parents (seven mothers, one father). Interviews explored experiences of mainstream schooling; alternative educational provisions that were offered (if any); the school exclusion process; and the girls' current educational provision. As well as asking the girls and their parents about positive and negative aspects of their past and current experiences, participants were asked to reflect on areas for potential improvements. Results: Interviews were analysed using thematic analysis and three key themes emerged from the data: inappropriate school environments (including problems with the sensory environment, difficulties when placed with inappropriate peers and general pressures of mainstream classrooms), tensions in school relationships (including problems with staff and peers, alongside a general lack of communication), and problems with staff responses (including a perceived lack of understanding of the girls' needs and a lack of appropriate support being provided, resulting in 'battles' between parents and schools). Conclusions: The themes and subthemes that emerged from the interviews were not unique to autistic girls. Indeed, issues such as inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments. Nevertheless, the results highlight that more needs to be done to positively influence the direction of the girls' educational journeys. Implications: To improve the inclusion of autistic girls, it is recommended that educational establishments be proactive in developing inclusive environments, build positive relationships (both in and outside of the classroom) and, if exclusion is unavoidable, better support students both before and after the process.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Autistic girls and school exclusion: Perspectives of students and their parents

Sproston

Sedgewick

Crane

2017

Autism & Developmental Language Impairments

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“…Herz and Haertel 2016), research specifically including students with SEBD and addressing their perspectives on social exclusion continues to be rare (Cefai and Cooper 2010;Michael and Frederickson 2013). Moreover, despite acknowledging that the views of students with SEBD are important, that they are experts on their own situation and can contribute to educational initiatives, policies and research which influence their education (Michael and Frederickson 2013;Rose and Asher 2004;Woodhead and Faulkner 2000), there is a lack of knowledge about the perspectives of primary school students with SEBD. Studies which do include the voices of young students with SEBD focus on the students' perspectives on the impact of inclusive education (Adderley et al 2015;Mowat 2015) or on the consequences of victimisation due to bullying (Brown Hajdukova, Hornby, and Cushman 2016;Messiou 2012), but have not yet considered what the students think about how social inclusion could be realised in the classroom.…”

Section: Introductionmentioning

confidence: 99%

“…Although there is an increasing trend towards listening to student voices (e.g. Herz and Haertel 2016), research specifically including students with SEBD and addressing their perspectives on social exclusion continues to be rare (Cefai and Cooper 2010;Michael and Frederickson 2013). Moreover, despite acknowledging that the views of students with SEBD are important, that they are experts on their own situation and can contribute to educational initiatives, policies and research which influence their education (Michael and Frederickson 2013;Rose and Asher 2004;Woodhead and Faulkner 2000), there is a lack of knowledge about the perspectives of primary school students with SEBD.…”

Section: Introductionmentioning

confidence: 99%

Student voices on social exclusion in general primary schools

Leeuw

Boer

Minnaert

2018

European Journal of Special Needs Education

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Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and behavioural difficulties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current explorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general (N = 6) and segregated special (N = 21) primary education. The participants were prompted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred different approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students' voices are emphasised.

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Student behaviour, motivation and the potential of attachment‐aware schools to redefine the landscape

Parker

Levinson

2018

British Educational Res J

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This article is a position paper drawing on the findings of several studies into attachment‐aware approaches in schools and other settings. In seeking to promote pedagogical positions that place greater emphasis on the emotional landscape of students, the authors locate this in an historical perspective. They outline the ways in which educationalists have come to separate the learning being from the feeling being, to the extent of evolving separate discourses on behaviour and wellbeing. On the contrary, the authors contend that these elements are intertwined, a reality that needs to be understood at policy level for ‘outcomes’ to change radically. They frame their argument in the light of conclusions drawn from studies in which they were involved of attachment‐awareness and emotion‐coaching approaches (2011–2017). The authors’ position is further informed by research exploring attitudes of excluded youngsters towards education (2015–2016), and also in light of the wider international literature around progressive education.

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Improving pupil referral unit outcomes: pupil perspectives

Cited by 29 publications

References 44 publications

Autistic girls and school exclusion: Perspectives of students and their parents

Autistic girls and school exclusion: Perspectives of students and their parents

Student voices on social exclusion in general primary schools

Student behaviour, motivation and the potential of attachment‐aware schools to redefine the landscape

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