Learners with behavioural, emotional and social difficulties’ experiences of reintegration into mainstream education

Pillay, Jace; Dunbar-Krige, Helen; Mostert, Jacques

doi:10.1080/13632752.2013.769709

Cited by 21 publications

(8 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…i Much pre-existing research highlights PRU students' negative experiences of mainstream education with poor student-teacher relations featuring prominently within the literature (e.g. Hamill & Boyd, 2002;Hart, 2013;Munn & Lloyd, 2005;Pillay, Dunbar-Krige & Mostert, 2013). In addition, students frequently arrive at PRUs mid-term, are likely to be experiencing difficulties with their academic work (Yell, Meadows, Drasgow & Shriner, 2009) and have absence rates higher than the mainstream population (Taylor 2012).…”

Section: Discussionmentioning

confidence: 99%

“You Heard Me Swear but You Never Heard Me!” negotiating Agency in the pupil referral unit classroom

Kinsella¹,

Putwain

Kaye

2019

Mind, Culture, and Activity

View full text Add to dashboard Cite

This study explores the exercise of student agency in an alternative educational setting in England by considering students' verbal interactions during an art lesson where they created masks, and in an engineering lesson where they developed model rockets. We build on Rainio's ( 2008) operationalisation of student agency by drawing attention to some of the more particular linguistic features which characterise the exercise of agency in immediate classroom situations. Our findings demonstrate that the participating students were responding to, renegotiating or resisting their teacher's agendas in subtle ways, depending on the contingencies of the moment.

show abstract

Section: Discussionmentioning

confidence: 99%

“You Heard Me Swear but You Never Heard Me!” negotiating Agency in the pupil referral unit classroom

Kinsella¹,

Putwain

Kaye

2019

Mind, Culture, and Activity

View full text Add to dashboard Cite

show abstract

“…Research suggests that the relationships that young people experience in AP are the fundamental base from which all else is built (Pomeroy 1999;McCluskey, Riddell, and Weedon 2015;Pirrie et al 2011;O Gorman, Salmon, and Murphy 2015). Indeed, Attwood, Croll, and Hamilton (2004) noted that relationships tend to be involved in both estrangement and re-engagement in education (also Pillay, Dunbar-Krige, and Mostert 2013). Poor, or a lack of, relationships in mainstream settings are frequently reported as important in placement breakdown (Attwood, Croll, and Hamilton 2004;Trotman, Tucker, and Martyn 2015;Lumby 2012).…”

Section: Young Peoples' Experiences Of Attending Alternative Provisionmentioning

confidence: 99%

Turning points in a qualitatively different social space: young adults’ reflections of alternative provision

Malcolm

2019

Emotional and Behavioural Difficulties

View full text Add to dashboard Cite

young people who attend Alternative Provision settings report positive relationships and experiences of learning. There is however very little research which explores the longer term outcomes of attending this sort of provision. Retrospective life history interviews were undertaken with 18 young adults in their early to mid-20s who had attended Alternative Provision in England. Interviews focused on schooling, exclusion, attending Alternative Provision and the impact of this on what they had done since leaving school up to their present situation. Analysis showed that the experience of attending Alternative Provision frequently constituted a turning point in a young person's life story. This was due to the qualitatively different kind of social space experienced there.

show abstract

“…Gutherson et al, 2011;Lawrence, 2011;Pirrie et al, 2011;Hart, 2013;Michael & Frederickson, 2013;Levinson & Thompson, 2016). There is further evidence that for students with behavioural, educational and social difficulties, efforts at reintegration into mainstream settings are often ill-thought-out and ineffective (Pillay et al, 2013), omitting resilience-building and failing to factor in the key wider background social issues. Despite the Secretary of State's stated commitment to evidence-based policy, it seems significant that there is no allusion to any of the above authors in the two recent DfE publications on the topic, one of which entailed a literature review (DfE, 2017a.…”

Section: R Parker and M P Levinsonmentioning

confidence: 99%

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

Parker

Levinson

2018

British Educational Res J

View full text Add to dashboard Cite

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.

show abstract

Learners with behavioural, emotional and social difficulties’ experiences of reintegration into mainstream education

Cited by 21 publications

References 12 publications

“You Heard Me Swear but You Never Heard Me!” negotiating Agency in the pupil referral unit classroom

“You Heard Me Swear but You Never Heard Me!” negotiating Agency in the pupil referral unit classroom

Turning points in a qualitatively different social space: young adults’ reflections of alternative provision

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

Contact Info

Product

Resources

About