Perceptions of behaviour and patterns of exclusion: Gypsy Traveller students in English secondary schools

Abstract

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.

Education and Gypsies/Travellers: ‘contradictions and significant silences’1

“…Issues identified in the research in England, Scotland and Northern Ireland include: low educational participation/attendance, particularly at the secondary stages, low attainment, disproportionate disciplinary exclusion, racist harassment and bullying, a lack of continuity of work, interrupted learning, inconsistent/often inadequate support, problems with multiple registration, the failure of schools to pass on records/evidence of attainment; and children identified inappropriately with special educational needs (Lloyd & Stead, 2001a;Lloyd et al, 1999;Department for Education and Skills, 2003;Derrington & Kendall, 2003;Reynolds et al, 2003;Bhopal, 2004;Padfield & Jordan, 2004;Derrington, 2005;Scottish Parliament, 2005).…”

Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning

“…This constitutes an important barrier for Roma children's education. Along these lines, Derrington (2005) found that parents' prior experiences in education and held beliefs about schools had an influence on breaking down home-school relationships as well as on Roma students' disengagement with secondary school. There is, therefore, a 'cultural dissonance' (Derrington, 2007) between the families' and the schools' expectations, which is a factor impacting Roma students' retention in education.…”

Involving Roma parents: analysing the good practice of a primary school in Ghent

“…Moreover, trust seems to be increased when the schools and school staff deals effectively with reported racism and bullying incidents (Bhopal 2011;Derrington 2007Derrington , 2005. The importance of commitment and dialogue of the school staff with members of the Roma community hence comes to the foreground Flecha and Soler 2013).…”