Each year, thousands of students in England are affected by school exclusion, most commonly for the reason of ‘persistent disruptive behaviour’ (PDB). Despite research indicating the potential negative and long-lasting impact of exclusion, and considering approaches to prevent exclusions, rates have remained relatively consistent. The present research aims to explore approaches to reduce and prevent exclusions for PDB, by considering, how school leaders inform their practices, the potential facilitators and barriers to successful implementation of approaches, and what might support schools further. Ten secondary school leaders in Southwest England participated in a semi-structured interview, analysed using reflexive thematic analysis. Key findings relate to the importance of knowing the school community, including through understanding student contexts, thorough assessment of student needs and positive relationships. The perceptions of the school community relating to constructions of behaviour and investment in approaches are also suggested as important in determining outcomes. School leaders appeared to be engaging in a complex balancing act, evaluating multiple forms of information and balancing these with a range of demands and purposes. Support which provides greater access to external professionals and provision, including through early intervention, was highly valued. The findings are framed through application of personal construct psychology (Kelly, 1980) and ecological systems theory (Bronfenbrenner, 1977, 1995) and used to provide consideration for researchers, school staff, educational psychologists and local authorities. These relate to considering the accessibility and availability of information and support for schools, supporting understanding of students’ needs and behaviour, and facilitating investment in approaches to reduce and prevent exclusions for PDB.
The perceptions of secondary school leaders on reducing or preventing exclusions and suspensions for persistent disruptive behaviour: A reflexive thematic analysis
Lithgow, H. (Author). 5 Dec 2023
Student thesis: Doctoral Thesis › Doctor of Educational Psychology (DEdPsy)