No abstract

No abstract

An education system that is based on the needs of a sedentary community is inherently exclusionary for mobile young people. However, it is increasingly acknowledged that even Gypsy Traveller pupils who have been ‘settled’ for a number of years have limited engagement with the secondary phase of schooling. This paper provides an overview of developments in educational policy that have impacted on educational access for Travellers and draws upon research data generated from a recent five-year study to highlight potential challenges and barriers that continue to hinder their educational achievement. The findings suggest that experience of racism, the impact of cultural dissonance and low teacher expectations may all be contributory factors that affect Gypsy Traveller students’ educational engagement and achievement.

This paper draws on a recent and unique longitudinal study of Gypsy Traveller students in fifteen local education authorities in England. Gypsy Traveller students are less likely to complete secondary education than any other minority ethnic group and it is estimated that up to 12 000 young Travellers in England are not registered at any secondary school. The study tracked a sample of 44 students over a three‐year period, using a multi‐perspective, phenomenological design to explore the complex interplay of attitudes, expectations and relationships that might impact on secondary school engagement and retention. Findings indicate that, although the students’ behaviour was perceived to be good by their primary school teachers, problems began to emerge during the first year at secondary school and twenty‐four pupils had self‐excluded by the age of fourteen. Furthermore, almost one in three of the students in the study were temporarily excluded by their schools on at least one occasion during the study. The research suggests that patterns of resistance to secondary schooling should not be solely attributed to cultural influences. In many cases, parents expressed positive perceptions of their child's school until relationships broke down. Above all, parents and students want assurance that racism will be challenged and dealt with effectively.

Wherever possible, we continue to report on research into the roles of special educational needs coordinators (SENCOs). Here Chris Derrington describes how twenty schools responded to the Code of Practice requirements. This adds to the growing body of information in this area and highlights vast differences in attitude and provision that exist. Clearly, it is an unhappy situation that SENCOs do not all experience the same level of support and resourcing. Both government and local authorities desperately need to review this situation.