Reducing exclusions from school : a systematic literature review and exploration of educational professionals’ experiences

Abstract

This thesis explores the education professionals experience of interventions designed to minimise the exclusion of young people from mainstream schools. It contains four chapters: a systematic literature review (SLR), a bridging chapter including the philosophical journey, methodological and ethical implications, an empirical research project and a reflective synthesis considering the implications of this thesis. Chapter 1: The SLR aimed to explore the effectiveness of education-based approaches within the United Kingdom intended to support the reduction of suspensions and permanent exclusions. The review focused specifically on interventions. Five papers were analysed, four from England and one in Scotland. Findings suggest there may be some interventions that support the reduction of school exclusions; however the evidence is not conclusive. Qualitative data explored some factors that may have contributed to the effectiveness of these interventions. Implications of this are discussed. This paper is written in the style of the nominated journal: Educational and Child Psychology. Chapter 2: This chapter considers the rationale and the link between the SLR and empirical research. Personal motivations, key underpinning philosophical assumptions and the rationale for the methodology are discussed. Additionally, ethical implications are considered. Chapter 3: The empirical research project explored the experiences of education professionals in supporting inclusion with the aim of reducing suspensions and permanent exclusions from secondary schools. Participants included headteachers, educational psychologists and Local Authority team managers in one Local Authority. Interviews in the form of a narrative conversation were analysed using reflective thematic analysis. Findings are discussed in relation to the shared relationships of the three groups interpreting how they have supported inclusion with the aim of reducing school exclusion. Limitations and implications for practice are discussed. This paper is written in the style of the nominated journal: European Journal of Special Needs Education. Chapter 4: This chapter includes a reflective synthesis of my research journey. It provides me with an opportunity to consider how this research has impacted on myself and my practice. Implications of further research and wider practice are discussed.