"...he was excluded for the kind of behaviour that we thought he needed support with…" A Qualitative Analysis of the Experiences and Perspectives of Parents Whose Children Have Been Excluded from School

Autor/inn/en	Parker, Claire; Paget, Amelia; Ford, Tamsin; Gwernan-Jones, Ruth
Titel	"...he was excluded for the kind of behaviour that we thought he needed support with…" A Qualitative Analysis of the Experiences and Perspectives of Parents Whose Children Have Been Excluded from School
Quelle	In: Emotional & Behavioural Difficulties, 21 (2016) 1, S.133-151 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2015.1120070
Schlagwörter	Foreign Countries; Qualitative Research; Parent Attitudes; Primary Education; Elementary School Students; Expulsion; Suspension; Semi Structured Interviews; Coping; Parent Child Relationship; Parent Participation; Social Support Groups; Family Environment; Educational Environment; Parent School Relationship; Experience; Student Needs; Early Intervention; At Risk Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Elternverhalten; Primarbereich; Relegation; Ausschluss; Schulausschluss; Bewältigung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Social support; Soziale Unterstützung; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Erfahrung
Abstract	Exclusion from school is associated with adverse outcomes for young people. There is limited research that explores parents' perspectives, particularly in relation to the exclusion of primary school aged children. The present study used semi-structured interviews with 35 parents of 37 children aged 5-12 years from the Southwest of England. Parents experiences were captured in a conceptual model through three main themes. Exclusion was described as part of a complex journey of difficulties reflected by a continuum of coping. The child's place on the continuum was determined by an interaction between the child, family, and school with communication a key determinant. The study also highlighted the wider implications of exclusion, including emotional and functional impacts on the child and parent and highlighted the importance of the parents voice in the identification and support of their child's needs. It also presents many complexities surrounding exclusion from school and limited support parents felt their child was offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01