Re-engaging disaffected pupils in learning: insights for policy and practice®

Abstract

This article summarizes findings from an ongoing research and development project, 'Reengaging disaffected pupils in learning', which involves troubled and troublesome students in five London schools, all in challenging urban contexts. It outlines the project's approach, key features of which include: involving the students themselves as change agents; enabling them to experience learning in an active outdoor education environment; creating time and opportunities for staff to work with their students in new ways; and developing strategies which will remove some of the barriers to learning for disaffected students. The article reviews the impact of the project to date, particularly the ways in which involving pupils in a new learning environment -an outdoor education experience -can transform their views about themselves as learners. It also offers a broader analysis of the implications of developing a change strategy designed to re-engage marginalized pupils from urban schools in learning. Perspectives on disaffectionFrom a policy-maker's perspective, pupil behaviour is seen as an endemic problem: from a practitioner's perspective, it can be a major challenge. The stakes are high. According to recently published figures from the UK's Department of Education and Skills, almost 10 per cent of boys aged 13-14 were suspended in 2003, more than 200,000 pupils were given a total of 344,000 fixed term exclusions and there were 9880 permanent exclusions, an increase of 6 per cent over the previous year (Slater, 2005a).

Voices of disaffection: disengaged and disruptive youths or agents of change and self‐empowerment?

“…Since the 1990s, the student perspective has become a growing concern for researchers (Garlick, ; Hartas, ; Baroutsis et al, ), yet, despite this, policy discussions are ‘rarely focused on how to listen to young people and understand their point of view’ (Riley et al, ), even though some upwardly driven strategies designed to facilitate voice have proven effective for reducing disaffection and for improving the decision‐making process (Shallcross et al, ). Consequently, voice is often dominated by a select few and its absence or ‘political injustice’ (Mills et al, ) can further disempower already marginalised students.…”

‘It would help if the teacher helps you a bit more… instead of going to the brainiest who don't need a lot of help’: exploring the perspectives of dissatisfied girls on the periphery of primary classroom life

“…So what is the solution; how can we promote a classroom ecology which centralises all children? There are many possibilities provided within the literature to support practitioners: the importance of seeking children's views (for example, Fisher, 2011); the need for mutual respect (Riley & Docking, 2004); democratic participation (Dewey, 1916(Dewey, , 1950Lynch & Baker, 2005); and providing opportunities for children to be 'change agents' (Riley et al, 2006). We should also be alert to more implicit examples, where beliefs and values are 'manifested in the frequency and quality of interactions between adults and students… and adults and adults' (Holt et al, 2011, p. 122), which links closely to gender discourses.…”

The place of separate provision in a policy climate of inclusion

“…Improving pupil motivation, meeting individual needs and building relationships are each mentioned by three schools. These comments are reflected in studies that have looked at the provision of an alternative curriculum in special units, or special programmes for selected groups within mainstream schools (e.g., Cullen, 2000; Riley, Ellis, Weinstock, Tarrant & Hallmond, 2006; Watts, 2000), which have emphasised the positive effect that such programmes can have on the self‐esteem of pupils.…”