Up or down and out? A systemic analysis of young people's educational pathways in the youth justice system in England and Wales

Lanskey, Caroline

doi:10.1080/13603116.2014.961675

Cited by 25 publications

(12 citation statements)

References 7 publications

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“…Exclusion (also known as suspension in other jurisdictions such as the United States) is used to remove disruptive students from classrooms on a temporary or permanent basis. However, research suggests that exclusions are associated with poor academic and occupational outcomes, externalizing behavior (such as criminal activity), and internalizing behavior problems (such as self-harm; e.g., Gazeley et al 2013 ; Lanskey 2015 ). High proportions of juvenile offenders and prisoners report having been excluded from school prior to being convicted, suggesting that exclusion is situated somewhere on a trajectory to later offending and incarceration for many students (e.g., Challen and Walton 2004 ).…”

Section: Introductionmentioning

confidence: 99%

London Education and Inclusion Project (LEIP): Results from a Cluster-Randomized Controlled Trial of an Intervention to Reduce School Exclusion and Antisocial Behavior

Obsuth

Sutherland

Cope

et al. 2016

J Youth Adolescence

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School exclusion as a disciplinary measure remains a controversial issue. In spite of numerous attempts to reduce this practice, no solutions with documented effectiveness exist. This article reports results of a cluster-randomized controlled field trial carried out in 36 schools across London. The trial is an independent evaluation of a 12-week-long intervention, Engage in Education-London (EiE-L), delivered by Catch22. The intervention was aimed at students in secondary school who are most at risk of school exclusion. It targeted their social communication and broader social skills with the aim of reducing school exclusions and problem behaviors. The study employed a multi-informant design that included students and teacher reports as well as official records for exclusions and arrests. Data were analyzed through intent-to-treat analyses based on self-reports from 644 students and 685 teacher reports for students who were nominated for the study and for whom data was available at baseline or post-intervention. At baseline data collection the students ranged in age from 12.85 to 15.03, with M = 14.03; 71 % were male and included a number of ethnic minorities, the largest of which was black African/black Caribbean comprising 40 % of the sample. The results suggested a small but statistically significant negative effect on the primary outcome of exclusion and null effects for the secondary outcomes that measured behavioral and socio-emotional outcomes. The study’s findings are discussed in terms of the possible reasons for the null effects and negative (iatrogenic) effect.

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Section: Introductionmentioning

confidence: 99%

London Education and Inclusion Project (LEIP): Results from a Cluster-Randomized Controlled Trial of an Intervention to Reduce School Exclusion and Antisocial Behavior

Obsuth

Sutherland

Cope

et al. 2016

J Youth Adolescence

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“…Practitioners viewed this ‘psychological boundedness’ as stemming initially from Fordshire as a remote rural environment in which opportunities to spend time further afield were restricted. Practitioners, who had all spent time living and working outside of Fordshire, saw themselves as having greater access to the ‘bigger world out there’ in relation to young people and felt that they could act as ‘horizon stretchers’, expanding young people’s horizons (albeit constrained by budget restrictions) by introducing them to new options and possibilities (Hodkinson, 2008; Lanskey, 2015).…”

Section: Resultsmentioning

confidence: 99%

Connectors, Horizon Stretchers, Outsiders: Youth Justice Practitioners in Rural England

Marshall¹,

Harvey²,

Lanskey³

2019

Youth Justice

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This article advances research on the practice of youth justice in rural contexts. Drawing on Ingold’s dwelling perspective, and empirical research with youth justice practitioners in rural England, we explore how practitioners develop their practice through their relationships to their rural working environments. We find that through these relationships, practitioners develop themselves as ‘connectors’, aiming to reduce the impact of Fordshire’s remoteness and isolation on young people; as ‘horizon stretchers’, seeking to raise aspirations and broaden imaginations; but often find themselves to be ‘outsiders’ in relation to rural communities. Accordingly, we argue that youth justice work is infused with the lived realities of the contexts in which it is practised and that ongoing debates over the localization of youth justice must take this into account.

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“…The discussion of the young adults' experiences of AP is underpinned by the work of Phil Hodkinson on 'Careership' which utilises Bourdieu's field theory. For a somewhat similar connection between 'Careership' and the educational experiences of young people in the youth justice system see Lanskey (2014). There are three dimensions to 'Careership', outlined below, which provide a helpful framework for conceptualising AP as an important phase in the lives and career journeys of the young adults interviewed for this research.…”

Section: Theorymentioning

confidence: 99%

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

Malcolm

2019

Emotional and Behavioural Difficulties

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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.

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Up or down and out? A systemic analysis of young people's educational pathways in the youth justice system in England and Wales

Cited by 25 publications

References 7 publications

London Education and Inclusion Project (LEIP): Results from a Cluster-Randomized Controlled Trial of an Intervention to Reduce School Exclusion and Antisocial Behavior

London Education and Inclusion Project (LEIP): Results from a Cluster-Randomized Controlled Trial of an Intervention to Reduce School Exclusion and Antisocial Behavior

Connectors, Horizon Stretchers, Outsiders: Youth Justice Practitioners in Rural England

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

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