The “Supporting Kids, Avoiding Problems” (SKIP) study: relationships between school exclusion, psychopathology, development and attainment – a case control study

Abstract

Purpose – The purpose of this paper is to explore the association between children who are at risk of being or who have been excluded from school between the ages of 4 and 12 years and the role of psychopathology, development and attainment. Design/methodology/approach – A case-control approach was conducted. Cases were children who had been excluded from school compared to those who had no reported exclusions and normative data where possible. A range of measures were used to collect information from the parent, child and teacher on areas covering the child’s mental health and well-being. Findings – The findings showed the number of difficulties faced by children who are at risk of being or who have been excluded from school compared to gender- and age-matched controls and normative data increased. Behavioural difficulties were apparent in the majority of the cases and an alarming number of children reported self-harm. Interestingly nearly all the cases had recognised needs, but not all of them were accessing appropriate services. Practical implications – There have been a number of changes regarding the identification and support of children’s mental health and well-being. This study highlights gaps in resources and provision, particularly around behavioural difficulties for children who are presenting as not coping in school. Originality/value – The findings from the SKIP study indicate the complexities and compounded difficulties faced by children who are experiencing exclusion from school. By implementing a systematic group of assessments the study was able to identify these complexities of need across a vulnerable group of children.

Child and adolescent mental health trajectories in relation to exclusion from school from the Avon Longitudinal Study of Parents and Children

“…Prospectively collected data at population level offer an opportunity to study temporal relationships between poor mental health and exclusion from school, but given that the latter is uncommon, sufficiently large data sets are rare. Several studies suggested a strong relationship between psychiatric disorder and exclusion from school (Bowman-Perrott et al, 2011;Ford et al, 2012;Paget et al, 2018;Parker et al, 2016Parker et al, , 2018Patton et al, 2014;Whear et al, 2013). Analyses of data from a nationally representative population sample suggested a bidirectional relationship between exclusion and poor mental health (Ford et al, 2018), indicating that effective intervention to support the learning and mental health of children who struggle with school could prevent both future mental disorders and exclusions (Beckett et al, 2010).…”

We know off‐rolling happens. Why are we still doing nothing?

“…As the Education Select Committee (2018) reported from interviews with pupils, extended periods of learning time are frequently spent in exclusion units without specialist intervention-valuable learning time which could be utilised to provide intensive, evidence-informed psychological and cognitive interventions to support inclusion and integration in mainstream learning environments (Ghafoori, 2000). This correlates with the recommendation for immediate and comprehensive assessment intervention for all pupils whose persistent and disruptive behaviour threatens their continuation in the mainstream (Parker et al, 2016) as a means of heading exclusion off at the pass and empowering teachers via the careful and explicit identification of needs. Tragically, poor mental health rather academic ability was identified by the study as the key determinant in whether a pupil struggles or flourishes with school (Parker et al, 2016).…”

“…This correlates with the recommendation for immediate and comprehensive assessment intervention for all pupils whose persistent and disruptive behaviour threatens their continuation in the mainstream (Parker et al, 2016) as a means of heading exclusion off at the pass and empowering teachers via the careful and explicit identification of needs. Tragically, poor mental health rather academic ability was identified by the study as the key determinant in whether a pupil struggles or flourishes with school (Parker et al, 2016).…”

“…Data collection on the phenomenon commissioned by Ofsted in 2020 reveals some valuable insights, though no tangible recommendations or actions have followed. We as an inclusive education sector are at risk of perpetuating a sense of lostness among students who are not viewed as being of high value (Ball, 2016) and whose identities are potentially shaped by the furtive labelling of non-belonging (Rosenthal and Jacobson, 1968;Parker et al, 2016). There is a danger of the formation of a disempowered subgroup who develop a distinct identity by 'making themselves obnoxious to the virtuous' (Cohen,155,p.…”

“…Gill (2017) extends this by recommending a wholesale investment in building teaching and leadership capacity within AP via workforce development, bolstered by teacher skills enhancement in mainstream schools to reduce pupil numbers in transit between the two sectors. A connected suggestion emerges from Parker et al (2016), who advocate for an immediate and comprehensive assessment of social, emotional and mental health needs at the point at which a pupil's position on the school roll is at risk as a means of remedying persistent and disruptive behaviour, before it can lead to a costly deficit in their education.…”