Skip to content

“You have to do something beyond containing”: developing inclusive systems in a partnership of primary schools

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)270-283
Number of pages14
JournalEmotional and Behavioural Difficulties
Issue number3
Early online date27 Apr 2018
DateAccepted/In press - 16 Dec 2017
DateE-pub ahead of print - 27 Apr 2018
DatePublished (current) - 24 Jul 2018


Reducing fixed term exclusions (FTE) in primary schools is a difficult proposition. This research discusses how a partnership of primary schools developed more inclusive systems to support students previously given FTEs for disciplinary purposes. Longitudinal data from interviews and documentary sources trace the development of an approach amongst primary schools with previously high levels of FTE. The process of developing a model of transferred inclusion (TI) within the partnership led to schools changing practices around behaviour management, thus developing more inclusive systems. The paper elaborates on partnership work around the TI project that opened up discussion and questioning of practice around behaviour, leading to schools thinking about their systemic practice. The benefits of TI, therefore, were a prompt for development, rather than just an intervention to reduce exclusions. Changes in practice supported through the TI process lead to claims that substantive change would not have happened without the TI project.

    Research areas

  • School Partnerships, Transferred Inclusion, School Collaboration, Fixed Term Exclusion , Educational Inclusion

Download statistics

No data available



  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Sage at . Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 547 KB, PDF document


View research connections

Related faculties, schools or groups