The political economies of school exclusion and their consequences
Lead Research Organisation:
University of Oxford
Department Name: Education
Abstract
The main aim of PolESE is to develop a multi-disciplinary understanding of the political economies and consequences of school exclusion across the UK. There are great differences in the rates of permanent school exclusion in different parts of the UK with numbers rising rapidly in England but remaining relatively low or falling in Northern Ireland, Scotland and Wales. For example, in the last available figures (2016/7) there were 7,720 permanent exclusions in England compared to just five in Scotland. However, these figures do not account for many informal and illegal forms of exclusion. In this research, home international comparisons of historical and current policy, practice and legal frameworks relating to school exclusion will be conducted for the first time. Previous research and official statistics show that school exclusions are far more likely to affect pupils with special needs, from low income families, and particular ethnic backgrounds. Exclusions have long and short term consequences in terms of academic achievement, well-being, mental health, and future economic and employment prospects. PolESE is designed to highlight ways in which fairer and more productive outcomes can be achieved for pupils, their families, and professionals by comparing the ways in which policy and practice around exclusions differ in the four jurisdictions.
PolESE will be undertaken by the multi-disciplinary (criminology, disability studies, economics, education, human geography, law, psychiatry, sociology) and multi-site (Oxford, Cardiff, Edinburgh, Belfast, Reading, LSE) Excluded Lives group established in 2014. In education, policy discourse has tended to find individual reasons for exclusion rather than develop an understanding of exclusion in the wider context of education, social policy and the law. Education policy has also largely ignored the work conducted by school and welfare professionals that attempts to address disruptive behaviour to prevent more serious incidents. In contrast, PolESE assumes that school exclusion cannot be treated as separate from the general welfare and education systems. Preliminary work has illustrated that pressures on schools to perform well in examination league tables can lead to the exclusion of pupils whose predicted attainment would weaken overall school performance, leaving these pupils on the social margins of schooling. Exclusion is a process, rather than a single incident, that can only be fully understood when examined from multiple professional and disciplinary perspectives.
The research is organised into three work strands. Strand A, Landscapes of Exclusion, is designed examine the ways in which legal frameworks, policies, and practices of regulation shape systemic practice; and the patterns, characteristics and consequences of exclusion. Strand B, Experiences of Exclusion, will focus on families', pupils' and professionals' experiences of the risks and consequences of exclusion. Strand C, Costs and Integration, will examine the financial costs associated with exclusion; it will also integrate findings within and across jurisdictions to ensure that the learning is continuous as the research develops a coherent multi-disciplinary understanding of the political economies of exclusion. 1. The cost of exclusions at individual, institutional and system level (psychological, educational, sociological, economic, criminological, political lenses); 2. Rights and entitlements (legal, moral, social policy, political lenses); 3. Landscapes of exclusion (geographical, sociological, political lenses); 4. Protection and wellbeing (psychological, social work, legal and social policy lenses).
Researchers will engage directly with the Third Sector, professionals at school, local authority and jurisdiction government levels, as well as with disadvantaged and excluded pupils and their families.
PolESE will be undertaken by the multi-disciplinary (criminology, disability studies, economics, education, human geography, law, psychiatry, sociology) and multi-site (Oxford, Cardiff, Edinburgh, Belfast, Reading, LSE) Excluded Lives group established in 2014. In education, policy discourse has tended to find individual reasons for exclusion rather than develop an understanding of exclusion in the wider context of education, social policy and the law. Education policy has also largely ignored the work conducted by school and welfare professionals that attempts to address disruptive behaviour to prevent more serious incidents. In contrast, PolESE assumes that school exclusion cannot be treated as separate from the general welfare and education systems. Preliminary work has illustrated that pressures on schools to perform well in examination league tables can lead to the exclusion of pupils whose predicted attainment would weaken overall school performance, leaving these pupils on the social margins of schooling. Exclusion is a process, rather than a single incident, that can only be fully understood when examined from multiple professional and disciplinary perspectives.
The research is organised into three work strands. Strand A, Landscapes of Exclusion, is designed examine the ways in which legal frameworks, policies, and practices of regulation shape systemic practice; and the patterns, characteristics and consequences of exclusion. Strand B, Experiences of Exclusion, will focus on families', pupils' and professionals' experiences of the risks and consequences of exclusion. Strand C, Costs and Integration, will examine the financial costs associated with exclusion; it will also integrate findings within and across jurisdictions to ensure that the learning is continuous as the research develops a coherent multi-disciplinary understanding of the political economies of exclusion. 1. The cost of exclusions at individual, institutional and system level (psychological, educational, sociological, economic, criminological, political lenses); 2. Rights and entitlements (legal, moral, social policy, political lenses); 3. Landscapes of exclusion (geographical, sociological, political lenses); 4. Protection and wellbeing (psychological, social work, legal and social policy lenses).
Researchers will engage directly with the Third Sector, professionals at school, local authority and jurisdiction government levels, as well as with disadvantaged and excluded pupils and their families.
Planned Impact
Who will benefit?
The research proposal will benefit: pupils who have experienced, or are 'at risk' of exclusion and their families; practitioners (e.g. teachers, headteachers, Special Educational Needs Co-ordinators, behaviour and pastoral support staff, social workers, mental health workers, solicitors and legal advisors, Youth Justice workers); alternative provision providers; Local Authority (LA) teams, policy makers and government departments across the 4 jursidictions concerned with education, employment, health and Youth Justice; charities and Third Sector organisations; academics, in particular early and mid-career researchers.
How will they benefit?
In the short and medium term, we will achieve societal impact through enhancing the participation of pupils and their families in school exclusion processes and strengthening their awareness of their rights. This will benefit excluded and at risk pupils, their families and schools through their knowing who and when to discuss the issues with thereby improving the likelihood of pupils receiving better support to reduce their risk of exclusion, and achieving outcomes that are fair and agreed by all parties. PolESE will also make an impact on professional understandings of exclusion and the consequences of different processes and practices. Government departments will have better evidence upon which to base policies on exclusion, and alternative provision providers and LAs will have improved resources with which to train school and social services staff to effectively deal with problems surrounding exclusion. Economic impact will be achieved in the medium and longer term to the benefit of policy makers, LAs, schools and families through maximising return on investment in additional or alternative provision for 'at risk' and excluded pupils, reducing the negative impact on care giver expenditure, time and employment, and reducing the danger of exluded pupils going on to become NEET. Charities and Third Sector organisations will benefit from the policy briefings (that they have requested from us) which will be key to their lobbying activity with politicians and senior policy makers. The project will have a major conceptual impact by providing new interdisciplinary theories of school exclusion, and methodologies fit for studying the political economies of complex social phenomena.
What will be done?
We have established a Knowledge Exchange board comprising members from key agencies, voluntary and Third Sector organisations. We have worked closely with this group to ensure that the project is designed to maximise co-production and the potential routes for impact. The role of the KE board will be to: help establish links to policy and practice including legislative reform and government reviews; comment on the research and hold PolESE to account; direct it to other research and activity in the field; act as gatekeepers and facilitators to research participants; engage with and disseminate research findings to families and schools; and support dissemination through forming advisory groups in the four UK jurisdictions. We will also establish Young People's Research Advisory Groups (YPRAGs) in each of the four jurisdictions. The YPRAGs will be active partners in the research and involved in the co-design of various research methods. The project will contribute to debates about the effects of current exclusion policies and practices in the four UK jurisdictions. We will also ensure impact through: producing policy briefings; creating an audit toolkit on exclusion for schools in each jurisdiction; producing a guide to school exclusion for young people; launching the findings at a two-day conference; delivering teach-in sessions and seminars for government officials; providing early and mid-career researchers with training opportunities related to career development; presenting and publishing the findings; engaging with media; and maintaining a project website.
The research proposal will benefit: pupils who have experienced, or are 'at risk' of exclusion and their families; practitioners (e.g. teachers, headteachers, Special Educational Needs Co-ordinators, behaviour and pastoral support staff, social workers, mental health workers, solicitors and legal advisors, Youth Justice workers); alternative provision providers; Local Authority (LA) teams, policy makers and government departments across the 4 jursidictions concerned with education, employment, health and Youth Justice; charities and Third Sector organisations; academics, in particular early and mid-career researchers.
How will they benefit?
In the short and medium term, we will achieve societal impact through enhancing the participation of pupils and their families in school exclusion processes and strengthening their awareness of their rights. This will benefit excluded and at risk pupils, their families and schools through their knowing who and when to discuss the issues with thereby improving the likelihood of pupils receiving better support to reduce their risk of exclusion, and achieving outcomes that are fair and agreed by all parties. PolESE will also make an impact on professional understandings of exclusion and the consequences of different processes and practices. Government departments will have better evidence upon which to base policies on exclusion, and alternative provision providers and LAs will have improved resources with which to train school and social services staff to effectively deal with problems surrounding exclusion. Economic impact will be achieved in the medium and longer term to the benefit of policy makers, LAs, schools and families through maximising return on investment in additional or alternative provision for 'at risk' and excluded pupils, reducing the negative impact on care giver expenditure, time and employment, and reducing the danger of exluded pupils going on to become NEET. Charities and Third Sector organisations will benefit from the policy briefings (that they have requested from us) which will be key to their lobbying activity with politicians and senior policy makers. The project will have a major conceptual impact by providing new interdisciplinary theories of school exclusion, and methodologies fit for studying the political economies of complex social phenomena.
What will be done?
We have established a Knowledge Exchange board comprising members from key agencies, voluntary and Third Sector organisations. We have worked closely with this group to ensure that the project is designed to maximise co-production and the potential routes for impact. The role of the KE board will be to: help establish links to policy and practice including legislative reform and government reviews; comment on the research and hold PolESE to account; direct it to other research and activity in the field; act as gatekeepers and facilitators to research participants; engage with and disseminate research findings to families and schools; and support dissemination through forming advisory groups in the four UK jurisdictions. We will also establish Young People's Research Advisory Groups (YPRAGs) in each of the four jurisdictions. The YPRAGs will be active partners in the research and involved in the co-design of various research methods. The project will contribute to debates about the effects of current exclusion policies and practices in the four UK jurisdictions. We will also ensure impact through: producing policy briefings; creating an audit toolkit on exclusion for schools in each jurisdiction; producing a guide to school exclusion for young people; launching the findings at a two-day conference; delivering teach-in sessions and seminars for government officials; providing early and mid-career researchers with training opportunities related to career development; presenting and publishing the findings; engaging with media; and maintaining a project website.
Organisations
- University of Oxford (Lead Research Organisation)
- UNIVERSITY OF OXFORD (Collaboration)
- Home Office (Collaboration)
- Centre for Social Justice (Collaboration)
- NEW BRIDGE MULTI ACADEMY TRUST (Collaboration)
- Children's Law Centre (Project Partner)
- Winston's Wish (Project Partner)
- Children in Scotland (Project Partner)
- British Broadcasting Corporation (United Kingdom) (Project Partner)
- Young Minds Trust (YoungMinds) (Project Partner)
- Ambitious About Autism (Project Partner)
- Children in Wales (Project Partner)
Publications
Daniels H
(2023)
Agency and Transformation - Motives, Mediation, and Motion
Daniels H
(2020)
School Exclusion Risks After Covid-19
Thompson I
(2022)
Mental Health and Attendance at School
Madia JE
(2022)
Long-term labour market and economic consequences of school exclusions in England: Evidence from two counterfactual approaches.
in The British journal of educational psychology
Obsuth I
(2023)
The impact of school exclusion in childhood on health and well-being outcomes in adulthood: Estimating causal effects using inverse probability of treatment weighting.
in The British journal of educational psychology
Description | We found that school exclusion increased the risk of becoming NEET at the age of 19/20, and then remaining economically inactive at the age of 25/26, as well as experiencing higher unemployment risk and earning lower wages also at the age of 25/26. |
Exploitation Route | Policy interventions should focus on both prevention and mitigating its negative effects. Interventions aimed at re-integrating excluded individuals into education or vocational training could be key in reducing the risk of poor socio-economic outcomes and social exclusion. |
Sectors | Communities and Social Services/Policy,Education |
URL | https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12487 |
Description | The following reports have been shared with the DfE and Home Office and have resulted in a series of online discussions with the relevant government policy units about the impact of Covid-19 on school exclusions and attendance. Emery. H., Porter, J., Daniels, H., Thompson, I. and Tawell. A. (2020) Getting the balance right: Policy recommendations for intervening upstream to prevent school exclusion in the context of Covid-19. Oxford: Oxford University Department of Education. Porter, J., Emery. H., Daniels, H., Thompson, I. and Tawell. A. (2020) Restoring the balance: Policy recommendation justifications for collective responsibility in the post Covid-19 era. Oxford: Oxford University Department of Education. We have established regular meetings with the Suspension and Permanent Exclusion policy units from the DfE in England as well as with education policymakers in Northern Ireland, Scotland and Wales. Tawell. A., Emery. H., Daniels, H., Thompson, I. and Porter, J. (2020) Seeking a balance: Conversations with policy makers and influencers about intervening upstream to prevent school exclusions in the context of Covid-19 and beyond Insights from the Excluded Lives 'Policy Conversations'. Oxford: Oxford University Department of Education. Daniels, H., Thompson, I., Porter, J., Tawell, A. and Emery, H. (2020) School Exclusion Risks After Covid-19. Oxford: Oxford University Department of Education. |
First Year Of Impact | 2020 |
Sector | Education |
Impact Types | Societal |
Description | Meeting with Welsh policy makers and civil servants |
Geographic Reach | National |
Policy Influence Type | Participation in a guidance/advisory committee |
Description | Meetings with DfE Suspensions Policy and Behaviour Unit |
Geographic Reach | National |
Policy Influence Type | Contribution to a national consultation/review |
Description | Meetings with DfE and Home Office |
Geographic Reach | National |
Policy Influence Type | Participation in a guidance/advisory committee |
Description | Policy roundtable with key members of the Welsh Government |
Geographic Reach | National |
Policy Influence Type | Participation in a guidance/advisory committee |
Impact | This roundtable will have impact ion the new Welsh Government guidance on exclusions drawing on the lessons form the rest of the UK. |
Description | Lessons from Violence Reduction Units for School Exclusions after COVID-19 |
Amount | £5,000 (GBP) |
Funding ID | 2103-RPPPS-649 |
Organisation | University of Oxford |
Sector | Academic/University |
Country | United Kingdom |
Start | 03/2021 |
End | 07/2021 |
Title | MISSING OUT: Understanding School Exclusion survey (Child and Parent) |
Description | This online survey provides a comparison of the 4 jurisdictions with respect to attitudes of parents and children to school exclusion. There are separate versions for parents and children. Within each jurisdiction it also provides a backdrop/context for further research in the core schools. Thee survey provides insights into the effects of policies at the macro level (and their consistency with stakeholder attitudes) and highlight meso and micro level issues that will be explored in more depth by other PolESE work packages The survey will also provides some initial [broad brush explanatory] insights into the variation between jurisdictions and schools. |
Type Of Material | Improvements to research infrastructure |
Year Produced | 2021 |
Provided To Others? | Yes |
Impact | Individual reports sent to schools in POLESE project. Used by Worcestershire Local Authority to survey schools. |
Description | Acting Outside the Box |
Organisation | University of Oxford |
Department | The Oxford Research Centre in the Humanities TORCH |
Country | United Kingdom |
Sector | Academic/University |
PI Contribution | Acting Outside the Box - is a two-way Knowledge Exchange partnership between the multi-disciplinary and multi-institution 'Excluded Lives Research Group' co-led by Professor Harry Daniels and Dr Ian Thompson at the University of Oxford and Mandala Theatre Company, led by Yasmin Sidhwa, around exclusion from school, bringing together academic research and the performing arts. The aims of the collaboration are to: Inform the development of the theatre piece 'Pipeline' (working title) co-created with young people and written by Avaes Mohammad, by integrating research findings into the script. |
Collaborator Contribution | Run Drama workshops with Young People's Research Advisory Groups (YPRAGs), exploring the potential use of drama as a research methodology, as well as a method of dissemination. Performances of 'Pipeline' and panel discussions for teachers and students will take place in Edinburgh, Belfast, Cardiff and Oxford, enabling focused discussion and analysis of the political economies of school exclusion and the dissemination of the findings from the 'Excluded Lives' Research Group to academic and non-academic audiences. Culminate in a Knowledge Exchange Conference in June 2021 for the public in Oxford (as part of the Humanities Cultural Programme) made up of the performance and a panel debate involving young people and multidisciplinary research experts. The final performances will help to disseminate the findings from the ESRC Political Economies of School Exclusion and their Consequences (PolESE) project to academic and non-academic audiences, therefore increasing the reach of the research impact, as well as public engagement. Integrating the research findings into the script will also improve the authenticity and relatability of the performance. The partnership will also equip members of the YPRAGs with new knowledge and skills, and the ability to assess the suitability of utilising drama as a research method in the wider PolESE project. |
Impact | Development of the play 'Pipeline'. Multi-disciplinary project between Social Sciences (Education) and Humanities (Drama). |
Start Year | 2020 |
Description | Centre for Social Justice meeting |
Organisation | Centre for Social Justice |
Country | United Kingdom |
Sector | Charity/Non Profit |
PI Contribution | To discuss points of common interest and contribute to IntegratED |
Collaborator Contribution | To discuss points of common interest and contribute to IntegratED |
Impact | No outcomes at present |
Start Year | 2020 |
Description | Lessons from Violence Reduction Units for School Exclusions after COVID-19 |
Organisation | Home Office |
Country | United Kingdom |
Sector | Public |
PI Contribution | A small scale 'proof of concept' pilot, involving a Developmental Work Research (DWR) workshop with one Violence Reduction Unit (Oxfords members Daniels. Emery, Tawell and Thompson). The aim was to assist them in developing common ideas and tools to transform policy and practice, supporting successful inter-agency working to mitigate the risk of both formal and informal exclusions from schools within the context of Covid19. |
Collaborator Contribution | Patricia Hayes, Director General, Crime Policing and Fire Group, Home Office was our policy partner who put us in contact with a Violence Reduction unit (VRU) in the north-west of England (Police, health, social services, education). They engaged in several meetings leading up to workshop that involved representatives form both the Home Office and the DfE. |
Impact | Research & Public Policy Partnership Scheme Impact Report |
Start Year | 2021 |
Description | Partnership with New Bridge Group Oldham |
Organisation | New Bridge Multi Academy Trust |
Country | United Kingdom |
Sector | Charity/Non Profit |
PI Contribution | Daniels and Thompson have presented research to secondary schools in Oldham through the group. |
Collaborator Contribution | Support with access to schools for the survey and feedback on pilot tools |
Impact | None at present |
Start Year | 2020 |
Description | Blog on area level variations of school exclusions in Wales |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Policymakers/politicians |
Results and Impact | In contrast to the previous blog posts which presented findings on pupil-level characteristics, the analyses in this blog are drawn from data aggregated on a school level, aiming to explore potential school effects by local education authority (LEA), while also avoiding any confidentiality issues. The data were acquired from Welsh Government and include aggregated number of fixed-term exclusions for each local authority in Wales of secondary school pupils only for two three-year periods: 2013-2016 and 2016-2019. Younger pupils were excluded due to the low proportion of exclusion rates before secondary school. The relationship between FSM eligibility, SEN provision and exclusion rates on a school level was also investigated. |
Year(s) Of Engagement Activity | 2021 |
URL | https://wiserd.ac.uk/blog/area-level-variations-of-school-exclusions-across-wales/ |
Description | Blog on characteristics of excluded pupils in Wales |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Schools |
Results and Impact | This blog post specifically explores pupil records for children in mainstream education in Wales (not accounting for pupil referral units). We identify the key individual-, school- and local authority-level characteristics of excluded pupils. |
Year(s) Of Engagement Activity | 2021 |
URL | https://wiserd.ac.uk/blog/characteristics-of-excluded-children-in-wales/ |
Description | Blog on how special educational needs have changed over time in Wales |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Schools |
Results and Impact | This blog focuses on the variation of special education needs identified across pupils in mainstream education in Wales and how this might vary across academic years. |
Year(s) Of Engagement Activity | 2021 |
URL | https://wiserd.ac.uk/blog/how-special-education-needs-change-over-time/ |
Description | Blog on reasons for school exclusions in Wales. |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | This post presents more detailed analyses of the exclusion instances recorded among pupils in mainstream education in Wales that were previously introduced in my 'School exclusions in Wales on the rise' post) and particularly on the reasons leading to pupil exclusion. |
Year(s) Of Engagement Activity | 2022 |
URL | https://wiserd.ac.uk/blog/reasons-for-school-exclusions-in-wales/ |
Description | Blog on the special educational needs of excluded pupils in Wales |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Schools |
Results and Impact | This Excluded Lives blog describes our analysis, carried out in the WISERD Education Data Lab, that looked at pupil records for children in mainstream education in Wales (not accounting for pupil referral units) to explore the association between special education needs and school exclusions. |
Year(s) Of Engagement Activity | 2021 |
URL | https://wiserd.ac.uk/blog/special-education-needs-of-excluded-children-in-wales/ |
Description | Excluded Lives Alternative Provision seminar |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | This Excluded Lives seminar 9in person and online) focussed on the future of alternative provision (AP) in England. Speakers came from practitioner, third sector and academic backgrounds. the seminar covered some of the challenges facing AP in terms of registration and nature of provision. Emphasis given to recognising good work done by AP and need to counter the negativity. Key question was whether AP meets pupil needs. We have subsequently spoken to the DfE to share this discussion. |
Year(s) Of Engagement Activity | 2022 |
Description | Excluded Lives Public Seminar Series |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Series of 6 inter-disciplinary perspectives on school exclusion. |
Year(s) Of Engagement Activity | 2020 |
URL | https://www.tes.com/news/exclusions-rates-down-some-excluded-over-10-times |
Description | Excluded Lives Zhejiang (China) talk on exclusion sin the UK. |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | Thompson gave a talk on school exclusions in the UK. |
Year(s) Of Engagement Activity | 2022 |
Description | Green Templeton College Alumni seminar |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Other audiences |
Results and Impact | The seminar, entitled 'Exclusion and its consequences', was held with Green Templeton College alumni in October 2020 |
Year(s) Of Engagement Activity | 2020 |
Description | House of Lords Talk |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Schools |
Results and Impact | Ian Thompson gave a talk on the Findings from Excluded Lives at the House of Lords for the institute of Recovery from Childhood Trauma. |
Year(s) Of Engagement Activity | 2022 |
URL | https://doi.org/10.1080/1743727X.2021.1976750 |
Description | Include Youth Talk in Northern Ireland |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Schools |
Results and Impact | Duffy gave an invited talk on Excluded Lives to Include Youth Conference for care experienced children and young people in Belfast. |
Year(s) Of Engagement Activity | 2022 |
Description | Interview for national newspaper |
Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Schools |
Results and Impact | Interview for the Scottish Times Educational Supplement on the differences between exclusion rates in Scotalnd and England and hidden forms of exclusion. |
Year(s) Of Engagement Activity | 2020 |
URL | https://www.tes.com/news/exclusions-rates-down-some-excluded-over-10-times |
Description | Invited Seminar Centre for Research in Educational and Social Inclusion, University of South Australia |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Ian Thompson talked on the 'Experiences of School Exclusions: The impact on families and students' . Helen Connolly, Commissioner for Children and Young People South Australia and Dr Deb Price, Centre for Research in Educational and Social Inclusion, University of South Australia were the respondents. Discussion was on comparisons between Australia and England on issues of exclusion. |
Year(s) Of Engagement Activity | 2021 |
Description | Online presentation on 'Practices of exclusion in cultures of 'inclusive' schooling in the United Kingdom' |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Talk on 'Practices of exclusion in cultures of 'inclusive' schooling in the United Kingdom'. Lively discussion and lots of contact from academics and porfessionals (USA, Australia, NZ, Spain) |
Year(s) Of Engagement Activity | 2021 |
Description | PGCE presentation on understanding school exclusion. |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Postgraduate students |
Results and Impact | Delivered a presentation to the University of Warwick PGCE cohort on understanding school exclusion. The session was also recorded and will be made available, along with the presentation slides, as a resource for the Warwick PGCE students. |
Year(s) Of Engagement Activity | 2022 |
Description | Persistent school absence online workshop |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Policymakers/politicians |
Results and Impact | Four speakers from AT Autism, Mind, Square Peg and the Education Policy Institute were invited to articulate their understandings of persistent absence from school. Professor Harry Daniels hosted and Professor Mina Fazel acted as respondent. Each presenter suggested their own preferred policy imperative at the end of the event. Over 200 people signed up to attend the event (100 attended due to audience number cap). A recording of the presentation has subsequently been uploaded to the Excluded Lives website and shared through the Excluded Lives Twitter account. |
Year(s) Of Engagement Activity | 2021 |
Description | Policy discussion on VRU work. |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Policymakers/politicians |
Results and Impact | To discuss the formation of a policy partnership with policy units from the Department for Education and Home Office and conducting a proof of concept study with one Violence Reduction Unit around multi-agency working to reduce school exclusion. Helped to establish communication channels between the policy partnership. We were also asked by members of the Department for Education who attended to contribute to their upcoming review of the national school exclusion guidance. |
Year(s) Of Engagement Activity | 2021 |
Description | Presentation to Scottish Government |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Policymakers/politicians |
Results and Impact | Presentation to Scottish Government Education Research seminar series by the Excluded Lives team on the findings about alternative provision and the implications for Scottish policy. |
Year(s) Of Engagement Activity | 2022 |
Description | Public Seminar |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | Public Seminar Critical lessons for future practice and policy concerning exclusion from school. |
Year(s) Of Engagement Activity | 2021 |
Description | School talks |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Schools |
Results and Impact | Four talks (two to teachers and governors at SRSC MAT and two to teachers and governors at AET MAT). The title of the talks was: "Reducing school exclusion risks after Covid-19" (based on the series of reports we produced). |
Year(s) Of Engagement Activity | 2021 |
Description | Schools and the Impact of Covid-19 Live Broadcast |
Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | Live talk by Daniels and Thompson form Excluded Lives as part of the University of Oxford Covid Conversations Title: Schools and the Impact of Covid-19 This talk went out live on a range of media and had a significant international audience (over 80, 000 on the day and many thousands of subsequent views). |
Year(s) Of Engagement Activity | 2020 |
URL | https://www.youtube.com/watch?v=6odh4LC2WJ0 |
Description | Scottish Educational Research Association (SERA) Webinar |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Policymakers/politicians |
Results and Impact | A live webinar and the session was also recorded and made available on the SERA YouTube Channel as well as the SERA and Excluded Lives Twitter Accounts. The Englishteam was contacted by Mission 44 (a Foundation launched by Lewis Hamilton to support, champion and empower young people from underrepresented groups, in the UK to succeed) after the event for a copy of her slides (England). The Northern Irish team were contacted by Angeles Parrilla Latas (Universidad de Vigo) regarding the NI presentation. |
Year(s) Of Engagement Activity | 2021 |
Description | Talk for Australian teachers and policymakers |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Policymakers/politicians |
Results and Impact | Gillean McCluskey gave a talk focussed on the Scottish legislative and policy context around school exclusion, exploring similarities and differences in a comparative context between Scotland and Australia. |
Year(s) Of Engagement Activity | 2021 |
Description | Talk for the Attachment Awareness Community West Midland launch |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Professional Practitioners |
Results and Impact | Thompson gave a talk on the implications for attachment awareness in schools from the findings of Excluded Lives. |
Year(s) Of Engagement Activity | 2022 |
Description | Talk to a Mutli-Academy trust |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | A talk delivered to staff members (primary and secondary school teachers and governors) within the Sir Ralph Sherwin Multi-Academy Trust (25 primary and secondary schools) and Academies Enterprise Trust (57 primary, secondary and special schools) about reducing school exclusion risks after Covid-19, drawing on findings from the Covid-19 practitioner and policy conversations completed by the Oxford team. We raised awareness the issue of new school exclusion risks after Covid-19. The presentation was also recorded and shared with all schools within the two MATs so has the potential to reach practitioners across 82 schools. |
Year(s) Of Engagement Activity | 2021 |
Description | Third Sector Workshop |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Third sector organisations |
Results and Impact | Discussion about the Excluded Lives project and the Children and Young People's Mental Health Coalition's (CYPMHC) developing work around the issue of behaviour in schools and the use of exclusions. lively debate attended by around 40 participants form the third sector. |
Year(s) Of Engagement Activity | 2021 |
Description | Thoughts on the SEND Green Paper |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | This blog by Excluded Lives member Professor Jill Porter outline her thoughts on whether the proposals set out in the Government consultation on the SEND and alternative provision (AP) system in England: Right support, right place, right time (Department for Education (DfE) 2022) will bring about a more or less inclusive education system. |
Year(s) Of Engagement Activity | 2022 |
URL | https://excludedlives.education.ox.ac.uk/more-or-less-when-it-comes-to-inclusion-thoughts-on-the-sen... |
Description | Understanding school exclusion seminar (Warwick university). |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Professional Practitioners |
Results and Impact | We delivered a presentation on understanding school exclusion at the Warwick University PGCE Conference on Inclusion. This led to questions and discussion. PGCE students have reported an increased awareness of issues of inclusion and exclusion. The talk was also recorded for future cohorts. |
Year(s) Of Engagement Activity | 2021 |
Description | University of Mexico City seminar |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | 'Exclusion from school seminar' |
Year(s) Of Engagement Activity | 2020 |
Description | WISERD Blog on the rise in school exclusions in Wales |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Professional Practitioners |
Results and Impact | This blog post presented preliminary findings from the Excluded Lives project. This analysis, carried out in the WISERD Education Data Lab, specifically explores pupil records for children in mainstream education in Wales (not accounting for pupil referral units), to identify key factors linked to school exclusions. |
Year(s) Of Engagement Activity | 2021 |
URL | https://wiserd.ac.uk/blog/school-exclusions-in-wales-on-the-rise/ |
Description | Wales Housing and Homeless Blog |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Professional Practitioners |
Results and Impact | A blog written by Excluded Lives Wales will be disseminated by End Youth Homelessness Cymru to the housing and homelessness sector in Wales. This will increase a shared understanding in the housing and homelessness sector in Wales on how school exclusion can increase the risk of homelessness in order to inform interventions in the housing and homelessness sector. |
Year(s) Of Engagement Activity | 2021 |
Description | Wales Policy Discussion on Education Other Than at School (EOTAS) |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Policymakers/politicians |
Results and Impact | Team members in Wales fed into a project that will collect data on EOTAS in Wales. Early findings were discussed in order to inform data collection for Welsh Government. |
Year(s) Of Engagement Activity | 2021 |
Description | Young people's research advisory group meetings |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Schools |
Results and Impact | Series of meetings with our Young people's research advisory groups in England, Scotland, Northern Ireland and Wales. |
Year(s) Of Engagement Activity | 2022 |