'They Won't Let Me Back.' Comparing Student Perceptions across Primary and Secondary Pupil Referral Units (PRUs)

Autor/inn/en	Jalali, Rheanne; Morgan, Gavin
Titel	'They Won't Let Me Back.' Comparing Student Perceptions across Primary and Secondary Pupil Referral Units (PRUs)
Quelle	In: Emotional & Behavioural Difficulties, 23 (2018) 1, S.55-68 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2017.1347364
Schlagwörter	Comparative Analysis; Student Attitudes; Elementary School Students; Secondary School Students; Qualitative Research; Phenomenology; Semi Structured Interviews; Mental Health; Mainstreaming; Foreign Countries; Children; Adolescents; At Risk Students; School Districts; Emotional Problems; Behavior Problems; Outcomes of Education; Referral; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schülerverhalten; Sekundarschüler; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Psychohygiene; Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School district; Schulbezirk; Lernleistung; Schulerfolg
Abstract	Concerns have been expressed about the long term inclusion of students with social, emotional and mental health difficulties in mainstream education. Often, this results in continuous referrals with alternative provision. Whilst student views have been explored, there has been a lack of research focusing on perspectives within Primary education. The study aimed to examine whether student views change across Primary and Secondary education. A qualitative design and phenomenological investigation were followed. Through purposive sampling, a total of 13 semi-structured interviews were conducted with students aged 7-16 years from 3 Pupil Referral Units. Using phenomenological data analysis, findings reflect stability in external attributions and supportive factors. However, views about reintegration contrasted with Secondary students expressing low self-worth. Findings highlight mutual perspectives, with conclusions indicating that alternative provision may exacerbate mental health difficulties. Implications include the use of cognitive behavioural frameworks as well as improving shared responsibility between education providers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01