Power, Sally ![]() ![]() ![]() |
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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 |
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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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