Rocks and hard places: Exploring educational psychologists’ perspectives on ‘off rolling’ or illegal exclusionary practices in mainstream secondary schools in England

Abstract

Research being undertaken by the Universities of Exeter and Plymouth is exploring educational psychologists’ knowledge of, and perspectives on, exclusionary practices in schools in England, particularly illegal practices referred to as “off-rolling”. Preliminary findings from the survey element of a mixed methods research project are reported here. The role of business models in the provision of educational psychology services to schools is considered through the conceptual lens of Giroux, Agamben and Ball to highlight ambiguities around the client relationship and to recast individualised ethical dilemmas as systemic features that inhibit direct challenges to school practices relating to inclusion. It is suggested that traded and privatised services risk implicating educational psychologists in schools’ management of the (in)visibility of “off-rolling” and the manufactured legitimacy of varied exclusionary practices.