Young People, Crime and School Exclusion: A Case of Some Surprises

Hodgson, Philip; Webb, David R.

doi:10.1111/j.1468-2311.2005.00352.x

Cited by 6 publications

(2 citation statements)

References 31 publications

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“…The adverse consequences that may follow being excluded from school are well known, including higher risks of substance abuse, poor academic outcomes and criminality, with impact at the societal as well as the individual and family level in terms of costs to education, youth justice and mental health services (Hemphill et al 2010, Parsons 2010, Hodgson and Webb 2005 Centre for Social Justice 2011). Policy, both on a national and international level recognises the need to focus on mental health and behaviour in schools over the last decade (COM 2011, DfE 2011.…”

Section: How Might It Inform Policy?mentioning

confidence: 99%

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School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic review

Parker

Whear

Ukoumunne

et al. 2014

Emotional and Behavioural Difficulties

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Childhood psychiatric disorders are associated with a wide range of adverse outcomes including poor academic attainment. For some children these difficulties are recognised through school Special Educational Need procedures (SEN) but many others may remain unidentified and/or unsupported. In Britain, government data suggests disproportionate representation of children with a SEN among children permanently excluded from school.This review asks whether school-aged children with impairing psychopathology were more likely to be excluded from school than those without. Databases covering education, social sciences, psychology and medicine were searched, experts were contacted and bibliographies of key papers were hand-searched. Studies were included if the population covered schoolaged children, and if validated diagnostic measures had been used to assess psychopathology.Children with impairing psychopathology had greater odds of exclusion compared to the rest of the school-age population: odds ratios range from 1.13 (95% CI: 0.55 to 2.33) to 45.6 (95% CI: 3.8 to 21.3). These findings however need to be considered in light of the paucity of the literature and methodological weaknesses discussed.

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Section: How Might It Inform Policy?mentioning

confidence: 99%

“…The adverse consequences and functional impairment of a mental health diagnosis are widely reported (Parsons 2010, Hodgson andWebb 2005). Similarly, exclusion is 'an act with potentially wide ranging consequences not only for the individual but also for society more broadly' (Hayden, 2003).…”

Section: Introductionmentioning

confidence: 99%

School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic review

Parker

Whear

Ukoumunne

et al. 2014

Emotional and Behavioural Difficulties

View full text Add to dashboard Cite

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Bildungsarmut und Kriminalität

Baier

2018

Handbuch Bildungsarmut

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Criminological perspectives on school exclusion and youth offending

Arnež

Condry

2021

Emotional and Behavioural Difficulties

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This article explores the relationship between school exclusion and youth crime and considers what criminological research can add to our understanding. The article first explores the history of the ways in which the criminological implications of school exclusion have been conceptualized, including the link between exclusion and young people's offending, and the so called 'school-to prison pipeline'. There is a long history of work in the UK and the US that explores how processes of school exclusion contribute to youth crime, the trajectory from the label of 'troublemaker' to more serious deviance, and how disciplinary polices can themselves lead to criminalization. As we show, the relationship is complex and establishing causality is difficult. We then consider more recent work on how school exclusion contributes to the vulnerability and exploitation of marginalized young people. Finally, we argue for understanding young people's lives, their educational experiences, and their involvement in offending, holistically and 'in the round', taking account of all their relationships and activities and employing contextual approaches to addressing these problems.

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Young People, Crime and School Exclusion: A Case of Some Surprises

Abstract: During the 1990's the number of young people being permanently excluded from schools in England and Wales increased dramatically from 2910 (1990-

Cited by 6 publications

References 31 publications

School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic review

School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic review

Bildungsarmut und Kriminalität

Criminological perspectives on school exclusion and youth offending

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