In 1996, the authority within which this researcher works became a Unitary Authority.
and received a substantial Standard Fund Grant to tackle exclusion and disaffection.
The project aims included the objective of increasing the number of permanently
excluded pupils returning to mainstream schools. I was seconded to the projec~ as a
full time educational psychologis~ along with a behavioural support teacher.
education social worker and four learning support assistants. The project, though
changing year on year in terms of specific conten~ continued for three years; towards
the end of this period, the reintegration process for excluded children became the
responsibility of the behaviour support service, and the project as a discrete entity
ceased to exist. Permanent exclusion rates in this LEA mirrored national figures at the
time the project began.
Review of the literature revealed that although plenty had been written about
exclusion, relatively little existed in the literature concerning the return of
permanently excluded pupils to new schools. Of the small body of literature that did
exist, much was found to be speculative. In addition, little had captured the views of
pupils and families about the processes of reintegration. The literature indicated
various factors that were believed to be important in ensuring success of new
placements, including a small amount specifically related to post-exclusion, though it
was observed that the evidence upon which this was based could not be described as
robust.
The present empirical study sought to discover the perceptions of participants (pupils,
families, school staff and LEA support staff) about the experiences of return to
mainstream school for five pupils. These pupils were selected on the basis that they
had maintained new placements for at least three terms following return. This study
took a ~solution focused' view - ie it explored the factors which participants viewed
as important in supporting the long-term success of new placement. This perspective
arose because examination of LEA records revealed that over a period of six years,
some years showed only 25% of pupils were maintained in new placements for three
terms or more. Data was obtained through individual interviews with parents, pupils,receiving school staff and LEA support staff. In additio~ a focus group interview was
held with members of the LEA behaviour support team.
Since participant perceptions and attitudes were sought, 'new paradigm' interpretive
methodology was applied, and grounded theory was used to analyse individual
interviews and focus group data.
The main findings of the research highlighted:
• the varying perceptions of what constituted 'successful' reintegration: LEA
records were not always consistent with parental perception
• the relatively low profile given by pupils and parents to the preparation of new
placements in terms of curriculum, basic skills, subject choices, graduated
build up etc (all of which are indicated to be important by the existing
literature)
• the critical importance of the quality of relationships within pupil relational
networks: this dimension incorporates adult/pupil relationships, those
pertaining to adult/adult relationships within the pupil network, and
pupil/pupil networks
• the quality of emotional support available to pupils, arising from the quality of
those relationships within the relational network. In addition, academic
support was also raised
• the perceived importance of the pupils' own characteristics: attitude towards
the new placement and their determination to succeed
In the context of pupils returning to new mainstream schools following permanent
exclusion, and sustaining these placements beyond three terms, the present study
(through the application of grounded theory) raises three core dimensions which play
a critical role in initial and maintained success, namely: relationships, support,and
pupil characteristics. Some of these issues raised may also be directly applicable to
other aspects of inclusive practice, for example pupils moving from enhanced
provision/special units/special schools into mainstream settings. The psychological
and social processes of such transitions for pupils and their families may well echo
those described in this dissertation.