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dc.contributor.authorDone, Elizabeth
dc.date.accessioned2022-11-30T18:05:03Z
dc.date.issued2022-11-30
dc.identifier.issn1741-2692
dc.identifier.issn1741-2692
dc.identifier.urihttp://hdl.handle.net/10026.1/20038
dc.description.abstract

This paper will explore the ways in which behaviour features in the accounts of ‘off rolling’ processes in schools in England volunteered by participants – senior school leaders, SENCos and parents, in an ongoing multi-stranded research project. In addition to analysing these accounts, this paper draws on contextual features and concepts such as parrhesia and authenticity in a probing of methodological considerations. The status of such accounts as data will also be considered given the high stakes accountability environment in which school principals strive to fulfil their legal remit in the field of inclusion. The trustworthiness of findings in qualitative research is more usually the focus of attention; however, our studies to date imply that some professionals carefully manage the image of their school and visibility of exclusionary practices to the detriment of students with mental health and behavioural issues. The methodological implications of conducting research in politicised and highly sensitive areas will be discussed.

dc.format.extent243-253
dc.languageen
dc.language.isoen
dc.publisherTaylor and Francis Group
dc.subjectMental health
dc.titleResearching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts
dc.typejournal-article
dc.typeJournal Article
plymouth.issue3
plymouth.volume27
plymouth.publication-statusPublished
plymouth.journalEmotional & Behavioural Difficulties
dc.identifier.doi10.1080/13632752.2022.2152589
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2022-04-14
dc.rights.embargodate2024-5-30
dc.identifier.eissn1741-2692
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1080/13632752.2022.2152589
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review
atmire.cua.enabled


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