Including the excluded: Participant perceptions

Abstract

In 1996, this author became part of a Standard Fund initiative tackling emotional and behavioural difficulties, exclusion and disaffection in a city in the North of England. One of the aims was to raise the number of permanently excluded pupils returning to new mainstream schools. The present study sought to discover the perceptions of participants (pupils, families, school staff and local education authority (LEA) support staff) concerning the experiences of return to new mainstream school. Pupils were selected on the basis that they had maintained new placements for at least three terms following return. A solution-focused view was taken in exploring, through individual and focus group interviews, the factors seen as important in facilitating long-term success. Analysis of data indicated three core dimensions that played a critical role in initial and maintained success: relationships, support and pupil characteristics. The findings of the study have direct relevance for educational psychology practice and also raise implications for LEA procedures and practice. The psychological and social processes of participants described in this paper may directly echo those experienced within other areas of inclusive practice, for example pupils making transitions from specialist provision into mainstream settings.