Promoting inclusion instead of exclusion : the effectiveness of school wide behavioural interventions and a rich account of school staffs' perspectives

Abstract

Aims - Disciplinary exclusion from school is one response to the challenge of behaviour that is perceived as disruptive. School exclusion may play a part in interrelated social issues. Much research has viewed disruptive behaviour as a problem arising from within children. However, what happens in the school environment may have important influences on exclusion. This systematic review aims to explore the effectiveness of school wide behavioural interventions for reducing disciplinary exclusion in primary schools. Method - Petticrew and Roberts’ systematic review procedure was followed. A database search, reference harvesting, grey literature search and hand search were carried out. Study quality was assessed using the EPPI-centre Weight of Evidence tool. Findings - Eight studies were identified for in-depth review. Seven of these studies were conducted in the USA, and five implemented school wide positive behaviour intervention and supports. Small effects of the interventions for the reduction of exclusion were reported in the majority of studies. Study quality ranged from low to high. Limitations The ecological approach taken by the majority of studies made it difficult to know whether effects seen were determined by changes to whole school systems. Additionally, studies reported only exclusion rates as outcome data, and therefore possibly captured only part of the picture regarding the impact of the interventions studied. Conclusions - Intervening in school wide behavioural approaches in ways that support the school environment from an ecological perspective, and are positive and preventative may contribute to a reduction in the use of exclusion in primary schools. However, the evidence was not overwhelmingly convincing.