Exclusion Flashcards
Pinnock (2000)
out of those permanently excluded, only a third return to education
Charlton et al (2004)
reasons: irrelevant curriculum, rise in mental health, family stressors, pupil dissatisfaction
Ofsted (2005)
permanent exclusion increased from 1993-1996, then decreased in 1999, and increased in 2002
Imian (1994)
bullying/fighting (30%), disruption (17%), verbal abuse (14.9%), drugs (4%)
Department for Education (2006)
- 4:1 - M:F
- boys more likely to ‘act-out’- elaborate sentences
- 2004-2005 - 12% primary school, 3% special school, 85% secondary school
- 13-14 years - problem due to GCSE security
Gillborn and Gipps (1996)
- Afro-Carribbeans are 4-6x more likely to be excluded compered to white boys
- BUT Afro-Carribbeans are more likely to be excluded compared to Afro-Blacks
- hypothesised that this was because they are newer arrivals, so less likely to have learnt Western behaviours
SFR
- high exclusion for Irish and Gipsey
- these children do not stay in one school for long … maybe not enough time to settle, so they may see that they do not need to try, as they will be moved soon anyway
Hayden (1997)
- exclusion is linked to social disadvantages
- those who are excluded are more likely to experience poverty, homelessness, illness and bereavement
- implication - support networks for children from low SES backgrounds - lessen the burden of monetary worries, and focus on education. Integrate into school.
Brodie and Berridge (1996)
- disproportionate no. of children in care are excluded
- 7x higher for pupils who have a statement (1990)
- 3x higher in 2004, possibly because of large numbers of children looked after by state
- parents have a right to appeal, but system and SEN may not, due to a strain on resources. Therefore, not fair. No-one to fight/defend children in the system.
- psychologically could create a feeling of isolation
Gillborn (1997)
- ethnic over representation, teacher stereotype - the myth of the black challenge
- differences in IQ … form of institutionalised racism
- teachers stereotyping students into the same category, with the same qualities
Fenning and Rose (2007)
- teachers fear a loss of control
- there is a stereotypical perception of black students, that will cause trouble and therefore the teacher will lose control
- therefore, black students are removed for minor offences
- development of proactive discipline policies
Kendall and Stuart (2005)
- could be due to family history
- systematic explanation for what occurs
Kinder et al. (1997)
- looked at 15 schools. Reasons for exclusion:
- removal - protect the learning environment. Schools do not want to do it, and seems embarrassing to say publicly, but is a last resort. BUT fails to acknowledge schools that work
- reprisal - punishment, retribution, only way to safe guard. Often says that parental involvement is not adequate, which is why they have to be removed, due to lack of support outside of school.
- remedy - says it is the best thing for a pupil. BUT does not help with reintegration of the student. Therefore not good.
Sutherland and Eisner (2014)
- aggressive behaviour in primary school leads to a greater number of problems in secondary school
- a longitudinal study found that those who are excluded are more likely to go to jail (unemployment –> jail pipeline), or be unemployed
Robert et al
- give parenting help
- identify those that are at risk for being excluded (lol SES, parental unemployment, poverty, low health etc)
