This chapter begins by outlining the routes through which children ‘drop out’ of school. It then draws on the failings of the English system to suggest six key ‘lessons’ for other jurisdictions.
Recommendations for policy makers that will support the successful reintegration of children and young people as they return to education in schools, sixth form colleges, further education colleges, special schools and pupil referral units and mitigate the risks of exclusion.
The Covid-19 pandemic has exposed stark inequalities in our society, not least in school education.
As schools get underway with the COVID-19 recovery phase in England, there is growing consensus among practitioners and policy professionals that rebuilding based on pre-COVID specifications will lead to the re-establishment of a previously broken system; a system which saw the most vulnerable children and young people in society slipping through the cracks.
This report looks at potential new and heightened risks for school exclusions caused by the recent Covid-19 pandemic.
When in March 2020 schools were closed as part of the COVID-19 restrictions, the Excluded Lives Research Team were planning surveys of students, caregivers and practitioners about their experiences and understanding of school exclusion. Without access to schools this could not happen and as the period of closure lengthened the team realised that COVID-19 was itself likely to significantly impact children and young people’s perceptions of school and their relationship with education, which in turn could bring new exclusion risks.
A tension has emerged in the United Kingdom over the last 30 years between policies designed to achieve educational excellence and policies seeking to achieve inclusive practice. The introduction of devolution across the jurisdictions of the United Kingdom has led to differences in practices developed from what were originally a common set of cultural and historical values and beliefs.
Debates on how best to educate young children have been raging over the last 100 years—more often fuelled by ideological preferences rather than empirical evidence. To some extent this is hardly surprising given the difficulty of examining pupil progress in a systematic and comparative way.
This article draws on ﬁndings from the ﬁrst cross-national study of school exclusions in the four jurisdictions of the UK. It sketches factors associated with the past research with reductions in exclusions.
This article draws on findings from the first cross-national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children’s education that lead to school exclusion.