The increasing use of permanent exclusion by primary schools

: a thematic analysis of the perceptions of school staff and Educational Psychologists

Abstract

This study explores the issue of increasing numbers of pupils being excluded from primary school. Permanent exclusion is high on the agenda, both in the local authority where the research took place and nationally.

There is a vast amount of literature relating to exclusion from school, although its focus tends to be on exclusion from secondary school. Previous research indicates that there are a range of interacting factors which lead to pupils being permanently excluded from school, and that different schools and areas have different rates of school exclusion. Previous research indicates that EPs may contribute to schools’ work with pupils who are at risk of exclusion from primary school.

Thematic analysis was used to explore perceptions of twelve school staff and nine Educational Psychologists. The study focuses on two areas: perceptions related to the reasons for increasing numbers of pupils being excluded from primary school, and how Educational Psychologists might support schools to reduce the numbers of pupils being excluded from primary school.

Three main themes are identified related to the reasons for increasing numbers of primary school exclusion: the changing educational landscape; systems of non-mainstream provision and changing demands of school staff. Educational Psychologists might support primary schools to reduce the numbers of pupils excluded from primary school, focussing at national, local authority and school level.

The current study supports previous research which suggests that primary school exclusion is caused by a range of interactive factors. Tension around the issue of inclusion is a key factor in the increasing numbers of pupils being excluded from primary school. Through Educational Psychologists explicitly measuring their impact in relation to subsequent fixed term or permanent exclusion of pupils, Educational Psychologists will be able to develop a clearer evidence base of the way that their approaches support primary schools to reduce exclusion.

Date of Award	8 Nov 2018
Original language	English
Awarding Institution	The University of Bristol
Supervisor	Pauline Heslop (Supervisor) & Carmel Hand (Supervisor)