“Out of sight, out of mind”: A q-methodological study of viewpoints of inclusion and inclusive practice held by staff who have worked with permanently excluded children

Garbett, Paige (2022). “Out of sight, out of mind”: A q-methodological study of viewpoints of inclusion and inclusive practice held by staff who have worked with permanently excluded children. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

School exclusion has been widely politicised and reported as a cause for concern in the media, with exclusions linked closely to risks of serious youth crime and antisocial behaviour, including gang involvement and knife crime. Decades of international research have consistently shown that permanent exclusion (PEX) from their mainstream school frequently precedes and precipitates cumulative negative life trajectories for young people. This provides evidence of the need to investigate the involved professionals’ experiences and perceptions of inclusion and inclusive practice for those students who experience or are at high risk of permanent exclusion from school, as well as factors that support and hinder their inclusion within school settings.

The current study aimed to explore viewpoints of secondary school staff working in mainstream settings or pupil referral units (PRUs), who have had experience of working with students who have been permanently excluded, through the use of a q-methodological approach. The study contributed toward the following:

- informing more accurately targeted training and support to strengthen the capacity of the mainstream schools to accommodate needs of students at risk of PEx;

- generating and developing knowledge about and theoretical understanding of what supports or hinders inclusive practice for those students who become permanently excluded; and

A by-person factor analysis was selected to address the research aims for each of the two dataset (derived from mainstream and PRU staff); one factor solution with evidence suggestive of two further salient factors were produced. There were similarities between the two overarching factors and the four manifestations, which were, however distinct in nature.

The research highlighted the variety of viewpoints that could be held in relation to this topic area, recommendations for future research, and implications for policy and the practice of local authorities, educational psychologists, and school systems made. The research provides a foundation for further research in this area, in the expectation that sustainable change can occur within the English educational context and in turn produce better life outcomes for the CYP at risk of permanent exclusions.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):