Not in the Classroom, but Still on the Register: Hidden Forms of School Exclusion

Autor/inn/en	Power, Sally; Taylor, Chris
Titel	Not in the Classroom, but Still on the Register: Hidden Forms of School Exclusion
Quelle	In: International Journal of Inclusive Education, 24 (2020) 8, S.867-881 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Power, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1492644
Schlagwörter	Educational Trends; Administrator Attitudes; Principals; Foreign Countries; School Statistics; Secondary Schools; Discipline Policy; Behavior Problems; Expulsion; Inclusion; Risk; United Kingdom (Wales); United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Principal; Schulleiter; Ausland; Sekundarschule; Disziplinarmaßnahme; Relegation; Inklusion; Risiko
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01