Journeys of Endurance: Stories of Exclusion from Pupils, Caregivers and School Professionals

Autor/inn/en	Feingold, Victoria; Rowley, Janet
Titel	Journeys of Endurance: Stories of Exclusion from Pupils, Caregivers and School Professionals
Quelle	In: Emotional & Behavioural Difficulties, 27 (2022) 4, S.310-329 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2023.2171344
Schlagwörter	Expulsion; Suspension; Elementary Schools; Elementary School Students; Student Attitudes; Parent Attitudes; Foreign Countries; At Risk Students; Administrator Attitudes; Student Behavior; Behavior Problems; Trauma; Interpersonal Relationship; Barriers; Emotional Response; Participation; Access to Information; Social Support Groups; Students with Disabilities; Educational Environment; Family Environment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Relegation; Ausschluss; Schulausschluss; Elementary school; Grundschule; Volksschule; Schülerverhalten; Elternverhalten; Ausland; Student behaviour; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Emotionales Verhalten; Teilnahme; Social support; Soziale Unterstützung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu
Abstract	Permanent exclusion from primary school is an issue of national and local concern; previous literature has primarily focused on secondary school experiences of school exclusion. Furthermore, research offering detailed insights into the experience of permanent exclusion from the perspectives of pupils, parents and school staff is limited. This research aims to provide an in-depth exploration of the stories of permanent exclusion from primary school in England from the perspectives of two pupils, three parents and two members of school staff. Using a qualitative design and narrative inquiry approach, data was gathered through unstructured interviews. The findings illustrate the emotional impact of permanent exclusion from primary school as well as the wider impact it can have on family life. This research illustrates the complexity of permanent exclusion in how it is experienced through interacting systems and discourses of SEN and inclusion. Implications for schools and professionals within the wider systems are suggested. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01