Students’ experience of isolation room punishment in UK mainstream education. ‘I can’t put into words what you felt like, almost a dog in a cage’

Sealy, Julie; Abrams, Elizabeth J.; Cockburn, Tom

doi:10.1080/13603116.2021.1889052

International Journal of Inclusive Education

2021

DOI: 10.1080/13603116.2021.1889052

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Students’ experience of isolation room punishment in UK mainstream education. ‘I can’t put into words what you felt like, almost a dog in a cage’

Julie Sealy

Elizabeth J. Abrams

Tom Cockburn

Abstract: View related articles View Crossmark data Students' experience of isolation room punishment in UK mainstream education. 'I can't put into words what you felt like, almost a dog in a cage'

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Cited by 5 publications

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Banishment, Grounding, and Excommunication: A Typology of Punitive Isolation

de Oliveira Horst

2024

Symbolic Interaction

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This article examines the formal similarities between cases such as imprisonment, banishment from social media, school detention, and immigrant deportation. The two main formal properties underlying all these cases are isolation and punishment, hence the social pattern under investigation: punitive isolation. By engaging with formal and concept‐driven theoretical and methodological approaches, I outline three categories of punitive isolation based on their relation to physical and relational spaces: banishment, grounding, and excommunication. In doing so, I offer an analytical framework to understand the social phenomenon under investigation.

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Banishment, Grounding, and Excommunication: A Typology of Punitive Isolation

de Oliveira Horst

2024

Symbolic Interaction

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Persevering for a Cruel and Cynical Fiction? The Experiences of the ‘Low Achievers’ in Primary Schooling

Hargreaves¹,

Quick²,

Buchanan³

2021

British Journal of Educational Studies

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Classroom exclusions: patterns, practices, and pupil perceptions

Power

Taylor

2022

International Journal of Inclusive Education

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This paper examines the under-researched phenomenon of classroom exclusions and their implications for school exclusions. Responses from nearly 1500 secondary school pupils indicate that being expelled from the classroom is a common phenomenon. On average, one third of pupils have been asked to leave the classroom at some point in the previous year. However, it is more common in some schools, and for some pupils, than others. Most often, excluded pupils stand in school corridors with nothing to do. Not only does classroom exclusion lead to a loss of learning time, it may mark the beginning of a trajectory towards school exclusion. Whether it takes on this more serious significance may depend on the extent to which the pupil perceives the teacher's action as appropriate and fair. The paper concludes that classroom exclusions are worthy of investigation not only for lost learning time but because of their significance for future school exclusion. However, in unravelling whether a classroom exclusion 'matters', it is important to examine not only the circumstances which led to it, but the pupil's perception of the legitimacy of the teacher's action.

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Students’ experience of isolation room punishment in UK mainstream education. ‘I can’t put into words what you felt like, almost a dog in a cage’

Abstract: View related articles View Crossmark data Students' experience of isolation room punishment in UK mainstream education. 'I can't put into words what you felt like, almost a dog in a cage'

Cited by 5 publications

References 36 publications

Banishment, Grounding, and Excommunication: A Typology of Punitive Isolation

Banishment, Grounding, and Excommunication: A Typology of Punitive Isolation

Persevering for a Cruel and Cynical Fiction? The Experiences of the ‘Low Achievers’ in Primary Schooling

Classroom exclusions: patterns, practices, and pupil perceptions

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