Not in the classroom, but still on the register: Hidden forms of school exclusion

Power, Sally ORCID: https://orcid.org/0000-0003-3287-0003 and Taylor, Christopher ORCID: https://orcid.org/0000-0002-9146-9167 2020. Not in the classroom, but still on the register: Hidden forms of school exclusion. International Journal of Inclusive Education 24 (8) , pp. 867-881. 10.1080/13603116.2018.1492644

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Abstract

There has been growing concern about the rising numbers of students being excluded from school in England – a trend that is often set against the declining levels of exclusion elsewhere. In Wales and Scotland, for example, numbers of students permanently excluded from school have fallen dramatically. However, we argue that simple system-level comparisons might be misleading. Drawing on data derived from interviews with headteachers in Wales, this paper probes beneath the surface of official statistics and explores the diverse, and often hidden, forms of exclusion that are taking place. Without wishing to deny the damaging consequences of official exclusion from school, it argues that the other forms of exclusion may also carry negative consequences. It concludes that until the effects of these other forms of exclusion are known – at individual, institutional and system level – we should not assume that a school or a system is necessarily any more or less ‘inclusive’ on the basis of official data on school exclusions.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Social Sciences (Includes Criminology and Education) Wales Institute of Social & Economic Research, Data & Methods (WISERD)
Publisher:	Taylor & Francis
ISSN:	1360-3116
Date of First Compliant Deposit:	25 June 2018
Date of Acceptance:	18 June 2018
Last Modified:	04 Dec 2024 17:15
URI:	https://orca.cardiff.ac.uk/id/eprint/112730

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