Understanding problematic pupil behaviour: perceptions of pupils and behaviour coordinators on secondary school exclusion in an English city

Trotman, Dave; Tucker, Stanley; Martyn, Madeline

doi:10.1080/00131881.2015.1056643

Cited by 28 publications

(27 citation statements)

References 21 publications

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“…The case studies are based on four commissioned evaluations conducted in three local authorities in the UK. The first of these involved a 6‐month evaluation of pupil behaviour and behaviour referrals for a large school partnership in a West Midlands local authority (Trotman et al ., ), followed by a 3‐year evaluation of a newly created free school AP academy in the same local authority. Two local authority‐commissioned evaluations of AP were then undertaken, one in a London borough and one in another local authority in the West Midlands, with each of these conducted over a 6‐month period and completed in April 2017.…”

Section: Methodsmentioning

confidence: 99%

Young people and alternative provision: Perspectives from participatory–collaborative evaluations in three UK local authorities

Trotman

Enow

Tucker

2018

British Educational Res J

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This article reports the findings of four separately commissioned evaluations of alternative provision (AP) undertaken in three local authorities in the UK. The evaluations were specifically predicated on the principles of children's rights and used a combination of qualitative research methods and documentary analysis to elicit the experiences of young people in conjunction with the viewpoints of key stakeholders. Data from each evaluation was gathered over a total period of 6 years. The sites and time scales for each evaluation varied from 6-month authority-wide strategic reviews to a 3-year evaluation of an AP free school and an evaluation of pupil referrals in a large school partnership. The evaluations involved 200 participant children and young people, 30 managers and stakeholders, 8 parents of non-attending pupils and local authority officers and school governors. The evaluations report the complexity of needs amongst children and young people; the continuing problem of unsuccessful transitions between key phases/stages of education and the profound consequences of this for young people; assumptions around mainstream reintegration and managed moves; and the curriculum challenges of vocationalism and academic emphasis. While the research data confirms the positive value of multi-agency approaches in AP, it also shows a more recent troubling increase in the number of young people now being referred to AP as a consequence of their exposure to performative school cultures.

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Section: Methodsmentioning

confidence: 99%

Young people and alternative provision: Perspectives from participatory–collaborative evaluations in three UK local authorities

Trotman

Enow

Tucker

2018

British Educational Res J

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“…With the exception of Morgan et al who studied a network of five schools in Australia all the articles just cited are case studies in individual schools. While there is some additional evidence in other publications (Garner, 1996;Grundy and Blandford, 1999;Trotman et al, 2015;Woodley, 2016;and Dray, 2017) there is certainly a gap for a broader review of the experiences of those working in and managing AP settings which this article will address. Perhaps there is limited research from staff perspectives because of recommendations that 'research continues to centralise student voice in the area of early school leaving' (O Gorman et al, 2015, 13).…”

Section: Views On Provision -A Review Of the Literaturementioning

confidence: 98%

“…This has been described as 'feeling respected as individuals and learners' (Pomeroy, 1999, 479), being treated 'more like an adult ' (McCluskey et al, 2015, 601), the importance of someone who 'held their story' (Pirrie et al, 2011, 17), young peoples' use of 'familial descriptors' (O Gorman et al, 2015, 7) and relationships as 'fundamental to the practice' experienced in alternative provision (Malcolm, 2015, 123). Other key themes include the importance of staff taking time to listen (Pomeroy, 1999;O Gorman et al, 2015;McCluskey et al, 2015;Malcolm, 2015;Nicholson and Putwain, 2015), the flexibility of both structure and curriculum (O Gorman et al, 2015;Trotman et al, 2015;Malcolm 2015;Nicholson and Putwain, 2015) and a disposition of care (O Gorman et al, 2015;Malcolm 2015;Cajic-Seigneur and Hodgson, 2016;Solomon and Thomas, 2013;Nicholson and Putwain, 2015).…”

Section: Views On Provision -A Review Of the Literaturementioning

confidence: 99%

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Heads of alternative provision: committed to realising young peoples’ potential in an unregulated market

Malcolm

2018

International Journal of Inclusive Education

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Heads of alternative provision: committed to realising young peoples' potential in an unregulated marketAlternative provision caters for pupils who are marginalised and excluded from mainstream schooling. In England it is generally conceptualised in policy terms as providing education to support behavioural improvements (pupils are directed off site to improve behaviour). There is very limited research on the experiences of those who work in alternative provision settings. That which does exist tends to report the commitment of these professionals to the young people with whom they work. Young people who attend these schools almost without fail talk about the relationships they experience there and the positive impact they have on them. As such there is a need to better understand the choices and motivations of those working with these young people if we are to understand the key relationships that make alternative provision work. This article fills a gap by focusing on the experiences of those managing AP settings across a geographical area and was undertaken as part of the author's professional doctorate. The findings are based on three interviews and 20 surveys and develop significantly our understanding of the motivations of those working in and managing alternative provision settings. Interesting divergences in practice are highlighted across settings and evidence is presented which shows that managers both see and work to realise the potential of the young people who attend alternative provision. Indeed, these findings suggest staff commitment should be conceptualised as belief in the potential of the young people who attend alternative provision.

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“…In this case study specific focus is placed on young people who experience educational disadvantage and vulnerability with specific reference to those whose behaviour in school has led them to be permanently or temporarily excluded. The research referred to here was conducted in Birmingham in the United Kingdom, over a 5 year period (see Trotman et al 2011;Tucker et al 2015;Trotman et al 2015). During that time it proved possible to interview over 100 young people from a variety of schools across the City of Birmingham.…”

Section: Educational Vulnerabilitymentioning

confidence: 99%

Research-based Reflections on How the Educational, Economic and Social Circumstances Faced by Some Children and Young People Can Lead to Significant Disadvantage and Vulnerability

Tucker

Trotman

2016

Social Change Review

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The paper provides detailed reflections on the educational, economic and social circumstances that impact on the lives of many disadvantaged and vulnerable children and young people. Drawing largely on primary research data collected in Romania, Germany and the United Kingdom, three illustrative case studies are presented for consideration focusing on: life in residential care and youth offending institutions; experiences of educational vulnerability; and human trafficking. The methodological approach adopted across the research projects explored, was shaped by the demands and expectations of the United Nations Convention on the Rights of the Child (UNCRC). All of the reported data reflects the views of children and young people who were interviewed as part of three research projects. It is argued that the difficult and challenging circumstances that many children and young people find themselves in, place them at significant disadvantage and increased vulnerability in terms of their social and educational development and life chances.

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Understanding problematic pupil behaviour: perceptions of pupils and behaviour coordinators on secondary school exclusion in an English city

Cited by 28 publications

References 21 publications

Young people and alternative provision: Perspectives from participatory–collaborative evaluations in three UK local authorities

Young people and alternative provision: Perspectives from participatory–collaborative evaluations in three UK local authorities

Heads of alternative provision: committed to realising young peoples’ potential in an unregulated market

Research-based Reflections on How the Educational, Economic and Social Circumstances Faced by Some Children and Young People Can Lead to Significant Disadvantage and Vulnerability

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