Abstract
Being excluded from a mainstream school can present an enormous challenge being re-included (e.g. Farrell & Tsakalidou, 1999), which can seriously affect these children’s future social and educational prospects. There is a need for solution-oriented approaches to planning successful re-inclusion, using nurturing and empathic approaches which allow the child and others to de-personalise the behaviour of the past. This paper thematically analyses factors promoting re-inclusion of previously excluded pupils (a ‘what works’ approach). The factors that were found are presented by theme and sub-theme, with a short discussion and concluding practical implications.
Publisher
British Psychological Society
Reference8 articles.
1. The process of permanent exclusion and implementation of ‘fresh start’ programmes;Bracher;Educational Psychology in Practice,1998
2. Promoting resilience through adversity: Increasing positive outcomes for expelled students;Coleman;Educational Studies,2015
3. Cooper, P. , Drummond, M.J. , Hart, S. (2000). Positive alternatives to exclusion. New York: Routledge.
4. Recent Trends in the Re-Integration of Pupils with Emotional and Behavioural Difficulties in the United Kingdom
5. Gooding, M. (2014). Secondary school exclusions: young people’s experiences of support. Professional doctorate thesis, University of East London. Web.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献