Disciplinary exclusion: the influence of school ethos

Disciplinary exclusion is a strategy used by some schools in response to challenging behaviour. While some studies have explored interventions that can be implemented to reduce the exclusion of ‘at risk’ pupils, others have considered how the underlying school ethos influences how challenging behaviour is understood and managed. The current study explored factors within school ethos that may influence how challenging behaviour is managed. It aimed to identify differences in school ethos between excluding and non-excluding primary and junior schools in areas with the highest rates of social deprivation. Three focus groups and two interviews were initially conducted to identify factors that staff believed to be relevant to the inclusion and exclusion of pupils. Focus groups and interviews explored staff perceptions of practices in school and beliefs about inclusion and exclusion. Inductive-semantic thematic analysis was performed to identify statements indicating a difference between excluding and non-excluding schools. Statements were used to create a questionnaire that was distributed to 16 schools and completed by 128 staff. Thematic analysis identified 13 themes, 10 of which indicated a difference in view between excluding and non-excluding schools. Multivariate analysis of variance indicated significant differences in responses between groups on the themes of Responsibility, Clarity, Consistency, Behaviour Management, Beliefs about Inclusion and Beliefs about Reducing Exclusion. Further analysis also indicated greater consistency across responses from non-excluding school staff. These findings provide support for previous literature emphasising the importance of some key features of school ethos in creating an inclusive environment.     

Case study evaluation of an intervention planning tool to support emotional well-being and behaviour in schools

Questions of how best to support both children’s emotional well-being and behaviour in schools are pervasive. The efficacy of an intervention planning tool to support internalising and externalising emotional needs and promote early intervention was explored in a small-scale case study. Adults were trained in two primary schools to carry out the intervention planning tool which they did with a total of 12 children. The intervention planning tool was based on principles of multi-element plans (MEPS) and target-monitoring and evaluation (TME). Data from scaling (TME), the Strengths and Difficulties Questionnaire, a questionnaire based on the School Children’s Happiness Inventory (SCHI), and interviews with school staff and children were analysed using statistical and thematic analyses. Findings indicated that the intervention planning tool supported positive outcomes overall for the children, and that while some barriers were identified, several unexpected advantages were also revealed.     

Auto-Graph: considering the utility of student behaviour self-monitoring for inclusive schools

This paper reports the outcomes of a small-scale exploratory study that examined the utility of a novel computer-supported student behaviour self-monitoring procedure called Auto-Graph. The Auto-Graph procedure is a universal classroom behaviour management strategy for responding to disruptive antisocial behaviours. It was designed to provide up-to-date information on student behaviours over time that might alert students and school staff to emerging problematic behavioural patterns. This strategy is consistent with an interest in school-based early intervention. Furthermore, the Auto-Graph design assumes generalised benefits of a continuous cycle of monitoring and feedback/reflection that might inform understandings regarding goodness-of-fit between student needs and educational provision. The present study explored basic questions pertaining to the utility of Auto-Graph as a universal procedure in two 'inclusive' mainstream primary school classrooms. Results suggest a potential utility of the procedure in terms of supporting teachers and students in efforts directed at reducing disruptive antisocial behaviours, and by effect mediating the inclusion of potentially disruptive students in mainstream schools particularly when considering those identified with emotional and behavioural difficulties (EBD).     

The contribution of group work programmes to early intervention and improving children’s emotional well‐being

Recent government policy has emphasised links between the acquisition of social skills by children and young people and their educational attainment. This study aims to fill a gap in the literature about the contribution of school‐based group work programmes to developing children’s social skills. National Society for the Prevention of Cruelty to Children (NSPCC) Children’s Services Practitioners ran four groups for a total of 38 Year Seven children from mixed ethnic backgrounds in two high schools in the North of England between 2004 and 2007, designed to improve children’s self‐esteem, social skills and behaviour. Parents were involved in identifying objectives and evaluating outcomes. The NSPCC’s aim was to deliver programmes jointly with non‐teaching staff and to train them to take responsibility for delivering future programmes. Pre‐intervention and post‐intervention Behaviour Rating Index for Children questionnaires identified small but significant improvements in teachers’ and parents’ assessments of children’s behaviour. Qualitative data referred to improvements in children’s self‐esteem. However, evaluation data showed that the groups struggled to cope with children with very disruptive behaviour, for whom a wider range of interventions and continuing support were required. Key variables included the quality of liaison between the NSPCC and school staff and the provision of suitable venues. Challenges included harmonising education and social work perspectives and expectations, and avoiding disruption to school curricula.     

A systematic literature review of the ‘managed move’ process as an alternative to exclusion in UK schools

This paper reports the findings from a systematic review of research evidence on the use of managed moves as an alternative to exclusion in UK schools. The review begins by discussing the political landscape of school exclusion, the concept of managed moves and their use with children and young people (CYP) ‘at risk’ of permanent exclusion. During a systematic search nine papers were identified, reviewed and appraised using the Critical Appraisal Skills Programme checklist. A synthesis of the literature identified the most prominent factors relevant to successful integration of pupils following a managed move using pupil, parent and LA staff perspectives. Despite the paucity of research on the topic, this report finds there are key features associated with successful transition during a managed move. Developing new relationships with both staff and peers is key for CYP, in order that a sense of belonging is created for them in their new environment. Further factors supporting successful reintegration are effective communication between all stakeholders and a personalised and pastoral support plan for the CYP. This review holds relevance for those working in schools who may encounter CYP at risk of exclusion during their practice.     

Managed moves: school and local authority staff perceptions of processes,success and challenges

The current research aimed to increase understanding of the processes of managed moves for children at risk of exclusion from school, particularly exploring what contributed to success and the nature of the challenges experienced. The study was conducted in one English local authority where 11 school staff and 5 local authority staff were interviewed. Two superordinate themes emerged from the interviews. Superordinate theme 1 was concerned with factors contributing to success and included subthemes relating to fresh start/clean slate, home–school communication, early intervention, pastoral support (transition work, relationships with staff and relationships with peers) and involvement of young person. Superordinate theme 2 was concerned with the challenges associated with managed moves and included inter-school tensions (honesty and information sharing, the results agenda and moving a problem), narratives around young people, objectifying language and accurate diagnosis.     

Start talking and stop misbehaving

Abstract

School exclusions remain at a high level in the UK. Exclusions are the result of the interaction of complex factors, and schools are not equipped to tackle disaffection and disruptive behaviour on their own. The article describes the evaluation of a multidisciplinary home and school support project in a city borough. The project provides early intervention for primary school children at risk of developing serious emotional and behavioural problems and of subsequent exclusion. To this end the project works with children, parents/carers and schools in a holistic manner. The project also aims to improve home-school relationships, increase teacher understanding and integrate professional practice. Both mainstream and special settings have found the project to be of value.     

School‐based support for children with conduct disorders; a qualitative longitudinal study of high‐need families

Primary school‐aged children with conduct problems are at risk of future antisocial and criminal behaviour, particularly when there are additional family‐level risk factors. However, little is known about how school‐related factors can reduce that risk. This qualitative longitudinal study investigates school‐related influences on changes in the behaviour of at‐risk children in high‐need families over a period of 5 years. Families of 11 children with serious behaviour problems were followed over the transition to secondary school. In‐depth interviews with mothers, and with practitioners who support the child or family, explored school‐related factors which appeared helpful or unhelpful in improving children's behaviour over time. The analysis found that the disjuncture between the nurture experienced at primary school and a lack of nurture later at secondary school was problematic. Children tended to change primary school until they found one prepared to offer them a high level of nurture and supervision. Consistent relationships with supportive adults were important, but were rare after the transfer to secondary school. Literacy problems remained unrecognised or unaddressed for too long, contributing to children's lack of engagement. Inconsistent disciplinary responses to minor behaviour issues tended to escalate problems and most children were eventually excluded from mainstream education. Communication between parents and school staff was often problematic; parents sometimes experienced school contacts as burdensome, ill‐informed and unsupportive. However, good communication could aid development of successful approaches to supporting children with difficult behaviour.     

Usefulness of cognitive intervention programmes for socio-emotional and behaviour problems in children with learning disabilities

Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11–13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment.     

Children’s and adolescents’ moral emotion attributions and judgements about exclusion of peers with hearing impairments

Children and adolescents with hearing impairments are at risk of being excluded from activities with hearing peers. Moral emotion attributions may represent important indicators for children’s identification with the moral norm not to exclude peers based on disability. Against this background, we investigated how 10-, 12- and 15-year-olds (N?=?215) feel and judge about social exclusion of peers with hearing impairments. Emotion attributions and moral judgements were assessed using four different hypothetical scenarios about the exclusion of peers with hearing impairments (school vs. leisure time, group vs. dyad). Moreover, children’s and adolescents’ inclusive behaviour was assessed by a peer nomination procedure. Results revealed that moral emotion attributions differed as a function of exclusion context and grade. Moreover, participants with inclusive behaviour attributed moral emotions more often than participants with less inclusive behaviour. Implications of the results for moral education are discussed.     

Promoting inner stillness: the value of a self-discovery programme for children with social, emotional and behavioural difficulties

Dr Lesley Cullen-Powell and Professor Julie Barlow are both chartered health psychologists and both work at the Interdisciplinary Research Centre in Health at Coventry University where Lesley Cullen-Powell is a research fellow and Julie Barlow is a director. In this article, they assess the benefits of a 'self-discovery programme' for children aged six to seven years attending one mainstream primary school. Staff at the school selected 18 pupils, many of them considered to be at risk of exclusion, to participate in the study. The children were allocated either to an 'intervention' or 'non-intervention' group. The children in the intervention group experienced the self-discovery programme over two terms.
Results suggest that the programme was well received by the children. They became more confident, respectful and calm and they displayed less aggressive behaviours during the self-discovery programme. Lesley Cullen-Powell and Julie Barlow are cautious in the interpretation of their findings, but suggest that the self-discovery programme has the potential to help children to feel more positive about themselves and their peers and to re-engage with learning. The authors argue that a wider implementation of the programme, with a controlled study, is now required to evaluate the self-discovery programme in more depth and detail.     

Implementation of primary Social and Emotional Aspects of Learning small group work: a qualitative study

The aim of this study was to build an implementation process model for social–emotional interventions. Case studies were conducted at five primary schools in England nominated as ‘lead practise’ by their local authorities. Data collection comprised interviews with school staff, children and parents, observations of intervention sessions and other settings, and document analysis. Data were analysed using qualitative content analysis. In brief, the process model of Social and Emotional Aspects of Learning small group work indicates that successful implementation is dependent upon a range of factors, ranging from the skills and experience of the group facilitator to the availability of an appropriate physical space to conduct the sessions. Key aspects of the delivery of small group interventions included setting achievable targets for children, providing constant reinforcement of desirable behaviour, and providing opportunities for pupils to verbalise their emotional experiences. We discuss the implications of the model and make recommendations for future development in this area.     

School exclusion,substance misuse and use of weapons: an interpretative phenomenological analysis of interviews with children

The study presents data drawn from semi-structured interviews with five young people permanently excluded from schools in North East England. The research aimed to investigate the risk factors that lead to the children using illegal drugs, to determine the drivers and implications for drug misuse and the carrying of knives into school. The research also hoped to elicit from the young people, the solutions that could have prevented their exclusion from school. The interviews were analysed using interpretative phenomenological analysis to understand how a homogenous sample made sense of their lived experiences. The findings highlight the importance of prompt identification and support for children with learning and subsequent mental health needs as the evidence suggests they lead to perceived negative behaviours by teachers. The research provides further evidence that behaviour sanctions in mainstream schools such as detention and isolation booths do not improve behaviour but make it worse. Original to this research is the finding that children are consuming drugs before school to cope with their inability to access the learning, to aid their concentration and to medicate themselves to reduce the likelihood of being sanctioned by teachers.     

Including children with selective mutism in mainstream schools and kindergartens: problems and possibilities

There is little research on inclusion of children with selective mutism in school/kindergarten. Moreover, few studies have tried to understand selectively mute children’s interactions in the natural surroundings of their home and school/kindergarten. Five children meeting the DSM‐IV criteria for selective mutism were video‐observed in social interactions in kindergarten/school and at home. Their parents and the staff in kindergarten/school took part in semi‐structured interviews. Themes arising from the data were: (1) assessment by the school/kindergarten; (2) interactions in the classroom/kindergarten: inadvertent maintenance of mute behaviour; (3) interactions in the classroom/kindergarten: overcoming selective mutism; (4) school/kindergarten contacts with parents; and (5) tensions in cooperation between home and kindergarten/school. Kindergartens/schools that succeeded in including children with selective mutism found that the child started to speak after a year with encouragement and gentle support from adults and other children. In those cases where the children maintained their selectively mute behaviour, teachers and other children either accepted their refusal to speak and their exclusion of themselves, or selectively reinforced the maladaptive behaviour.     

Working with schools in identifying and overcoming emotional barriers to learning

This paper reports a case study on working closely with a secondary school, to enhance understanding of disruptive behaviour, through the use of bespoke Continuing Professional Development (CPD) materials. This project evolved from the researchers’ previous research on the extent to which teachers believe disruptive pupils can control their behaviour. A notable finding was the sizeable minority of teachers in both primary and secondary schools who appear to be unaware of the psychological underpinnings of disruptive behaviour. That is, that such behaviour frequently communicates unresolved emotional needs, rather than wilful defiance. The current project aims to develop, implement and evaluate CPD resources developed by the researchers, for a one-day staff training day at a secondary school in north England. Prior to training, school staff completed a questionnaire to “audit” their perceptions of disruptive behaviour in school. Following evaluation, the CPD materials will be made available to other schools. It is anticipated that the materials will enable greater mutual understanding and respect for the ways in which disruptive behaviour is perceived by practitioners and school staff. Moreover, they will provide an urgently needed means of facilitating a shared knowledge base and a shared language for addressing emotional barriers to learning.     

An evaluation of an outdoor education programme for students with emotional and behavioural difficulties

Abstract

A case study examined the value of outdoor education for two groups of pupils from Year 9 and 10 with severe behavioural difficulties placed in an independent residential school. The methods included systematic observations of their behaviour and recording of their academic performance over the duration of the programme; participant observation field notes kept by the researcher; and interviewing of all participating pupils and staff to elicit their perceptions of the utility of the programme. The analysis suggested that the programme was successful in promoting positive behaviour and academic gains for most pupils, and that by the end both pupils and staff held a positive perception of outdoor education. Although outdoor education may not form a solution to dealing with 'problematic' behaviour, it represents a powerful, albeit underused, tool for reducing disaffection, promoting inclusive practice and decreasing the risk of permanent exclusion for this vulnerable group of pupils.     

Project Spraoi: two year outcomes of a whole school physical activity and nutrition intervention using the RE-AIM framework

We aimed to assess the impact of Project Spraoi: a school-based physical activity (PA) and nutrition intervention that reached 473 primary school children and 43 school staff in Cork (Ireland). Four primary schools (2 intervention, 2 control) with similar characteristics participated and for 2 school years, intervention schools were assigned an ‘Energizer’, who promoted PA and healthy eating. A subsample of children from the intervention schools (n?=?106) and matching controls (n?=?125) had measures of body mass, waist circumference, blood pressure, fitness, nutritional knowledge/attitudes and PA recorded at baseline and after 2 school years. Process evaluation techniques assessed the impact of the intervention on teachers, parents and children. Analysis of covariance revealed the intervention was associated with smaller waist circumference relative to gender and age (p?<?0.0005), slower resting heart rate (p?=?0.003) and favourable nutritional attitudes among 10 year olds. No significant change across other variables or among 6 year olds was found. Teachers, parents and children reported positive outcomes for PA behaviour and nutritional knowledge/attitudes. Project Spraoi has shown to improve heart rate and prevent further gains in fat mass amongst older aged children. The positive impact of the intervention supports the need for its continued delivery, particularly as children age.     

Effects of an emotional literacy intervention for students identified with bullying behaviour

The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional learning initiative, including an anti-bullying component. Within schools, participants were randomly assigned to an intervention or a wait-list comparison group. Response to the intervention was found to be dependent on baseline levels of EL. Only children whose baseline level was low showed a significant reduction in peer-rated bullying behaviour. No effect of the intervention was detected on victimisation or adjustment scores, although positive changes in adjustment were associated with increased EL.     

Emotional and behavioural difficulties (EBD): the special educational need justifying exclusion

Students identified with emotional and behavioural difficulties (EBD) present a special case within special educational needs (SEN) and inclusion. EBD is perhaps the only category of SEN that exposes a child to increased risk of exclusion as a function of the very SEN identified as requiring special provision in the first instance. Students identified with EBD share an increased risk for disruptive behaviour. The use of exclusions as a strategy for responding to the special educational needs of these children is contrary to the notion of inclusion. Exclusions, by definition, reduce the ability of schools and associated agencies to work with children identified with SEN. Assuming a positive school effect on the academic and social development, reducing and/or interrupting the continuity of attendance via sanctions such as exclusion may exacerbate negative socio–behavioural developmental patterns, compounding identified risk factors and associated deleterious socio–emotional and cognitive/learning outcomes.     

School leadership practices that promote effective whole school behaviour management: a study of Australian primary schools

When considering the management of student behaviour issues, a substantial body of literature, as well as logical common sense, points to the advantages of whole school policy over the individual efforts of teachers. Less is known, however, about the direct or indirect role school leadership plays in the development of well-implemented whole school behaviour management (WSBM) systems and policy in primary schools. This article explores elements of leadership practice likely to promote well-implemented WSBM, using an initial framework developed from related literature and applying it in a study of primary schools. The sample comprised 52 staff members from 31 government and non-government primary schools in 5 states and territories of Australia. Data were obtained from interviews which sought to gather information about how well each school’s WSBM was implemented. Results confirmed the theorised framework of leadership practices that encourage well-implemented WSBM. The article concludes with implications for future research and school leadership.