Experiencing Exclusion

Lessons learned: student voice at a school for pupils experiencing social, emotional and behavioural difficulties

“…Hence, it was less important to modify the reward system/ behaviour policy and much more important to address the issue of relationships. These findings are consistent with the few studies done in this area (e.g., Garner 1993;Harris et al 2006;Jahnukainen 2001;Pear 1997;Pear and Garner 1996;Pomeroy 2000;Wise 1999Wise , 2000 as well as some earlier studies, e.g., Willis 1977), which highlight the importance pupils place on relationships as factors in their engagement with school and its curriculum. The views expressed in these studies refer to dissatisfaction with large schools and class sizes, and this was also the case here.…”

Parents' reflections on their children being excluded

“…Recent publications on exclusion have focused rather on students' perceptions and their understanding of the behaviours that led them to be excluded (Kinder et al, 1997;Pomeroy, 2000;Wise, 1997;Wise and Upton, 1998). There are, nevertheless, still further factors left to be explored.…”

Managed moves: schools collaborating for collective gain

“…Similarly, the school found a creative way of addressing his nicotine addition. He was allowed to leave the premises for a cigarette at Mirroring other research (Munn et al, 2000;Pomeroy, 2000) pupils in this study highlighted how teacher behaviour such as shouting did little to engender the respect that would form the basis of a trusting relationship. As also evidenced in other literature (Charlton, 2004;Osier and Vincent, 2003), behaviours such as taking the time to listen to and understand pupils, was helpful.…”