Joined-up approaches to prevent school exclusion

G. Lloyd, J. Stead, A. Kendrick

    Research output: Contribution to journalArticle

    6 Citations (Scopus)

    Abstract

    This article explores findings from a recent research project, funded by the Joseph Rowntree Foundation, and contextualizes these in a discussion of some current thinking about inclusion and exclusion. Although the research found that it was possible to prevent disciplinary exclusion from school and that inter-agency working was central to this, nevertheless strategies for preventing disciplinary exclusion often meant that young people were no longer very fully included in the mainstream school curriculum. This has implications for how we think about and use the idea of inclusion in practice and raises questions about how we can include the most challenging young people into inclusion theory and practice. This research was carried out in Scotland, and the article also discusses some key differences in policy and practice from England.
    LanguageEnglish
    Pages77-91
    Number of pages15
    JournalEmotional and Behavioural Difficulties
    Volume8
    Issue number1
    DOIs
    Publication statusPublished - 2003

    Fingerprint

    Research
    Scotland
    England
    Curriculum

    Keywords

    • school exclusion
    • exclusion
    • school curriculum

    Cite this

    @article{3a5965698239400ea2724144d5746f30,
    title = "Joined-up approaches to prevent school exclusion",
    abstract = "This article explores findings from a recent research project, funded by the Joseph Rowntree Foundation, and contextualizes these in a discussion of some current thinking about inclusion and exclusion. Although the research found that it was possible to prevent disciplinary exclusion from school and that inter-agency working was central to this, nevertheless strategies for preventing disciplinary exclusion often meant that young people were no longer very fully included in the mainstream school curriculum. This has implications for how we think about and use the idea of inclusion in practice and raises questions about how we can include the most challenging young people into inclusion theory and practice. This research was carried out in Scotland, and the article also discusses some key differences in policy and practice from England.",
    keywords = "school exclusion, exclusion, school curriculum",
    author = "G. Lloyd and J. Stead and A. Kendrick",
    year = "2003",
    doi = "10.1177/13632752030081007",
    language = "English",
    volume = "8",
    pages = "77--91",
    journal = "Emotional and Behavioural Difficulties",
    issn = "1363-2752",
    number = "1",

    }

    Joined-up approaches to prevent school exclusion. / Lloyd, G.; Stead, J.; Kendrick, A.

    In: Emotional and Behavioural Difficulties, Vol. 8, No. 1, 2003, p. 77-91.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Joined-up approaches to prevent school exclusion

    AU - Lloyd, G.

    AU - Stead, J.

    AU - Kendrick, A.

    PY - 2003

    Y1 - 2003

    N2 - This article explores findings from a recent research project, funded by the Joseph Rowntree Foundation, and contextualizes these in a discussion of some current thinking about inclusion and exclusion. Although the research found that it was possible to prevent disciplinary exclusion from school and that inter-agency working was central to this, nevertheless strategies for preventing disciplinary exclusion often meant that young people were no longer very fully included in the mainstream school curriculum. This has implications for how we think about and use the idea of inclusion in practice and raises questions about how we can include the most challenging young people into inclusion theory and practice. This research was carried out in Scotland, and the article also discusses some key differences in policy and practice from England.

    AB - This article explores findings from a recent research project, funded by the Joseph Rowntree Foundation, and contextualizes these in a discussion of some current thinking about inclusion and exclusion. Although the research found that it was possible to prevent disciplinary exclusion from school and that inter-agency working was central to this, nevertheless strategies for preventing disciplinary exclusion often meant that young people were no longer very fully included in the mainstream school curriculum. This has implications for how we think about and use the idea of inclusion in practice and raises questions about how we can include the most challenging young people into inclusion theory and practice. This research was carried out in Scotland, and the article also discusses some key differences in policy and practice from England.

    KW - school exclusion

    KW - exclusion

    KW - school curriculum

    U2 - 10.1177/13632752030081007

    DO - 10.1177/13632752030081007

    M3 - Article

    VL - 8

    SP - 77

    EP - 91

    JO - Emotional and Behavioural Difficulties

    T2 - Emotional and Behavioural Difficulties

    JF - Emotional and Behavioural Difficulties

    SN - 1363-2752

    IS - 1

    ER -