School exclusion policies and approaches: a qualitative study of the experiences and perspectives of professionals, young people and their parents across school settings

Abstract The complexity of the challenges faced by young people at risk, their families, schools and LAs are reflected in the current policy on the school exclusion agenda. Prior research provides evidence showing that behaviours contributing to the exclusion of pupils can be symptomatic of macro structural forces and socio-cultural arrangements coupled with ‘micro-level’ and ‘meso-level’ issues and processes. The intricacy of these issues supports the notion that school exclusion processes are social interpretations requiring qualitative methodological approaches to examine the taken-for-granted social and educational practices. This thesis examined the school exclusion policies, practices and processes drawing from the lived experiences and perspectives of 21 teachers, 22 young people, 5 parents and 15 LA professionals in one local context. The main objective was to gain an in-depth understanding of what influences the complex interactions within the school environment between the school and young people, school and family as well as school and local/national policy trends. The study situated within an interpretive paradigm, employed a context-rich qualitative research design. Empirical data was collected using semi-structured individual interviews, focus groups and school policy documents in three educational settings and a LA children’s services. The research findings revealed that the school’s belief system significantly influenced school exclusion policies, practices and processes. Similarly, class, ethnicity and dominant culture and local/national policy trends especially accountability systems and funding cuts were viewed as contributory factors. Furthermore, the findings evidenced that young people’s experiences and views of school exclusion processes as well as the school behaviour policy approaches and application are diverse depending on each school management’s priorities on support provision for at risk youth and the teachers. It highlighted that a critical broad review of current local/national educational policies is essential if the changes schools can make to their areas of organisation are to prevent school exclusion. The study concludes by suggesting implications for further research priorities and for policy and practice.