Exclusion from school: short‐term setback or a long term of difficulties?

Abstract

This article draws on data gathered in a 2 year English government funded follow-up study of secondary school children who were permanently excluded from school and who did not return to mainstream settings. It reflects on recent debates concerning different forms of social exclusion and considers what forms of service provision might prevent the multiple and overlapping forms of disadvantage that characterise 'deep' exclusion. This reflection is set in the context of recent policy moves in England which seek to promote practices of 'joined up' or interagency working. It is argued that more attention should be focussed on the organisational climate in which professionals in Children's Services operate. This, it is argued may make it possible to form meaningful relations and patterns of communication that join the services around the young people rather than be constrained by narrow targets that up until now have regulated professional action in the separate agencies that are now, supposedly unified, in Children's Services

Documentation for students in residential care: network of relations of human and non-human actants

“…This research indicates that exclusion from school is predictive of future exclusion from society. Daniels and Cole (2010), working in the United States, point out that the quality of education in these private special education settings is questionable, due to a lack of certified teachers; this problem is also seen in Sweden. Placement in a group home sometimes means that a student is simultaneously placed in an on-site private special education school with a more restricted programme than the student actually needs.…”

“…Such environments would be created in ordinary schools, but would be outside mainstream classrooms; they would use good relationships to affect bad behaviour. In the United States, there is a debate about institutionalising foster care into orphanages in order to arrange both care and education in better ways (Daniels and Cole 2010). In Sweden, on the other hand, the responsibilities of ordinary schools are emphasised, and governmental discourse does not prefer the concept of creating institutions that include both education and care.…”

“…According to several evaluations, the educational situation and future prospects for students diagnosed as having SEBD, have been shown to be most unsatisfactory, especially for students who are placed in residential care by social welfare authorities in Sweden, as well as and in many other countries (Berlin et al 2011;Berridge et al 2008;Daniels and Cole 2010;Landrum et al 2003;Scherr 2007;Vinnerljung and Sallnäs 2008). U.S. research shows that students placed in residential care paradoxically are both over-represented and under-identified with respect to special educational needs (Zetlin 2006).…”

Jóvenes, fracaso escolar y programas de segunda oportunidad / Youth, academic failure and second chance training programmes

“…They have many difficulties in getting a job; this prevents their participation in social and educational contexts. This situation of exclusion can mean for them losing opportunities that others have because they decided to stay in the educational system (Daniels y Cole, 2010). However, we should ask what factors have led these young people to be in a vulnerable situation and at risk of exclusion.…”

“…For example, in Spain, 31.2% of people aged between 18 and 21 dropped out of school without academic credentials; in Spain this is GESO; (European Commission, 2011a, 2011b and 48.56% of them are unemployed (INE, 2012). The statistics prove that educational exclusion prevents young people in socio-economic contexts from experiencing developmental processes vital to their transition to adulthood (Adame y Salvà, 2010;Côté y Bynner, 2008;Daniels y Cole, 2010;Parrilla, Gallego y Moriña, 2010). This educational and economic reality is giving us great cause for concern.…”