A narrative of one educational psychologist's search for young men's stories on school exclusion

Permanent exclusion from school is associated with negative outcomes for young people, and young men are overrepresented in exclusion figures. This study aims to discuss the context of school exclusion and to interpret my experiences, as an educational psychologist (EP), of seeking the stories of young men who have experienced school exclusion in its varying forms, without being permanently excluded. A stance underpinned by critical realism is adopted and the study draws upon the narrative of a young man on the verge of leaving school, having experienced exclusion in the form of a 'managed move'. It aims to adopt a solution-based approach to questions around working with young people and preventing exclusion from school, whilst simultaneously applying the resulting evaluation and interpretation to considerations of eclecticism and values in everyday educational psychology practice. Implications for such practice are discussed at a number of levels, ranging from interactions with individuals to considerations of language and systems.