Not in the classroom, but still on the register: hidden forms of school exclusion

Abstract

Not in the classroom, but still on the register: Hidden forms of school exclusion There has been growing concern about the rising numbers of students being excluded from school in England-a trend that is often set against the declining levels of exclusion elsewhere. In Wales and Scotland, for example, numbers of students permanently excluded from school have fallen dramatically. However, we argue that simple system-level comparisons might be misleading. Drawing on data derived from interviews with headteachers in Wales, this paper probes beneath the surface of official statistics and explores the diverse, and often hidden, forms of exclusion that are taking place. Without wishing to deny the damaging consequences of official exclusion from school, it argues that the other forms of exclusion may also carry negative consequences. It concludes that until the effects of these other forms of exclusion are known-at individual, institutional and system level-we should not assume that a school or a system is necessarily any more or less 'inclusive' on the basis of official data on school exclusions.

Exclusion from school in Scotland and across the UK: Contrasts and questions

“…Despite continuing scepticism about the accuracy of some official data (Office of the Children's Commissioner, ; Power & Taylor, and third‐sector interviewees in this study), it is clear that the likelihood of exclusion is associated with ‘risk factors’ such as: having a special educational need (SEN), an area stressed by interviewees in this study in England and Wales; being of Black‐Caribbean origin; being from a low socio‐economic background; being in care; and being male (Strand & Fletcher, ). Young people with SEN and disability experience a layering of disadvantage (McCluskey et al ., ).…”

Alternative spaces of failure. Disabled ‘bad boys’ in alternative further education provision

“…Individual Learning Plans (ILPs) exemplify knowledge acquisition and the soft skills of emotional labour that signify desirable attributes of contemporary workers and consumers (Farrugia 2018). The rhetoric of ILPs (and their implementation within alternative schooling) is based upon an understanding that students' needs can be effectively met by skilful and caring teaching staff (Power and Taylor 2018).…”

‘They have just given up on me’ How pupils labelled with social, emotional and behavioural difficulties (SEBD) experience the process of exclusion from school

“…Those working within the education system will be constrained by the government agenda of the day. The current Conservative government have prioritised the reinvigoration of traditionalism and a 'high stakes' testing regime which leads to the disengagement of students who struggle academically and requires greater levels of conformity to school rules (Power and Taylor, 2018). Recent policies, such as 'Behaviour and discipline in schools: advice for headteachers and school staff' (DfE, 2016), have led to an increasing emphasis being placed on school autonomy.…”