Exclusion in schools in Northern Ireland: the pupils' voice

Knipe, Damian; Reynolds, Margaret; Milner, Sharon

doi:10.1080/02671520701651060

Cited by 8 publications

(8 citation statements)

References 7 publications

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“…Although it seems that research interest is increasing, a perspective that aims to 'give a glimpse of the lives behind some of the statistics' (Munn & Lloyd, 2005, p. 211) is rare. Student experience is infrequently presented in discussions of exclusion (for example, Brown, 2007;Knipe et al, 2007). Even less present is attention to the experiences and opinions of caregivers of excluded students (Gordon, 2001;McDonald & Thomas, 2003).…”

Section: A P Smithmentioning

confidence: 97%

“…The literature comments that students' voices are infrequently heard in discussion of the issue (Gordon, 2001;Brown, 2007;Knipe et al, 2007). Brown comments: 'Effectively addressing these issues requires an understanding of what actually happens to students in the wake of school exclusion, some of which can only be learned from the young people themselves ' (2007, p. 434).…”

Section: Experiences Of Exclusionmentioning

confidence: 97%

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New Zealand families' experience of having a teenager excluded from school

Smith

2009

Pastoral Care in Education

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Section: A P Smithmentioning

confidence: 97%

Section: Experiences Of Exclusionmentioning

confidence: 97%

New Zealand families' experience of having a teenager excluded from school

Smith

2009

Pastoral Care in Education

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“…Thus, the current study continues a growing tradition of listening to the views of children (cf., Bosacki et al, 2006;Knipe, Reynolds & Milner, 2007;Mayall, 2008;Ravet, 2007;Singal & Swann, 2011).…”

Section: Introductionmentioning

confidence: 99%

Bystanders to bullying: fourth- to seventh-grade students’ perspectives on their reactions

Forsberg¹,

Thornberg²,

Samuelsson³

2014

Research Papers in Education

108

130

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The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim's contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students.Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend ('none of my business'), protecting the friendship with the bully, and blaming the victim.

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“…Other negative feelings can emerge, such as alienation and positive attitudes towards antisocial behaviour (Taylor and Fairgray, 2005). Obviously, a repeated pattern of being excluded from school results in reduced academic achievement, disengagement from education and naturally reduced employment opportunities (Knipe et al, 2007). While there are not many studies on the long-term impact of suspension, some have strongly linked school exclusion to antisocial and/or violent behaviour.…”

Section: Impact Of Exclusion From Schoolmentioning

confidence: 99%

“…Strong links between school, community, and family are one of the most fundamental and vital elements of the most promising programs (Collin and Law, 2001;Cowling, 2009;Massey et al, 2007;Partington, 2001) regardless of other strategies that are being utilized (Riordan, 2006). Children also considered these connections as essential when students were in danger of being suspended, expelled or already had been excluded (Knipe et al, 2007). This indicates that they perceived these links between school and family as a necessary preventative measure, not only as a link to be developed after suspension had occurred.…”

Section: Collaboration Across Domainsmentioning

confidence: 99%

Understanding school responses to students’ challenging behaviour: A review of literature

Michail¹

2011

Improving Schools

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This article explores the varied ways in which schools can respond to students who present with challenging behaviours and who are at risk of disengagement from learning. It sets out a typology of school responses and reflects on the philosophies which underpin each approach. In an effort to rethink the use of suspensions within schools, which contribute to the marginalization of children, the article highlights a range of alternatives to exclusionary practice. It outlines the key elements of approaches that are successful in reducing school suspension and makes evident the benefits of an approach that is tailored to the whole ecology of the child.

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Exclusion in schools in Northern Ireland: the pupils' voice

Cited by 8 publications

References 7 publications

New Zealand families' experience of having a teenager excluded from school

New Zealand families' experience of having a teenager excluded from school

Bystanders to bullying: fourth- to seventh-grade students’ perspectives on their reactions

Understanding school responses to students’ challenging behaviour: A review of literature

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