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.
