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What happens to pupils permanently excluded from special schools and pupil referral units in England?
Author(s) -
Pirrie Anne,
Macleod Gale,
Cullen Mairi Ann,
McCluskey Gillean
Publication year - 2011
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411926.2010.481724
Subject(s) - referral , pupil , destinations , focus group , psychology , social exclusion , qualitative research , special education , variety (cybernetics) , medicine , medical education , pedagogy , family medicine , sociology , political science , social science , neuroscience , law , artificial intelligence , computer science , tourism , anthropology
There is widespread consensus in the research and policy‐related literature over the last decade that young people who have been permanently excluded from school are at a far greater risk of a variety of negative outcomes than young people who have not had this experience. These negative outcomes include prolonged periods out of education and/or employment; poor mental and physical health; involvement in crime; and homelessness. This article presents evidence from a small‐scale qualitative study of destinations and outcomes post‐exclusion for a group of young people considered to be at particular risk of such negative outcomes: namely, those who have been permanently excluded from special schools or Pupil Referral Units (now known as short‐stay schools). The specific focus of this paper is on the 24 young people's educational trajectories pre‐ and post‐exclusion; the reasons for their exclusion from school; and on what forms of alternative provision were available to them after their permanent exclusion.