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dc.contributor.authorDone, Elizabeth
dc.contributor.authorKnowler, H
dc.date.accessioned2023-03-28T08:18:24Z
dc.date.available2023-03-28T08:18:24Z
dc.date.issued2022-07-03
dc.identifier.issn1363-2752
dc.identifier.issn1741-2692
dc.identifier.urihttps://pearl.plymouth.ac.uk/handle/10026.1/20637
dc.description.abstract

Behaviour features in official guidance as the uncontested ground for exclusion and ‘persistent disruptive behaviour’ is the most common stated reason for exclusion (formal or otherwise), suggesting that the concept of inclusive education is mobilised in varied ways and circumvented through a similarly diverse range of exclusionary strategies at school level. The UK Government response to the Timpson Review of school exclusion (Department for Education 2019a, 2019b) proposed training school staffs in the links between SEN/D and behaviour in order to reduce formal exclusion rates through schools developing suitable strategies to address behavioural issues. This special issue seeks to highlight the challenges of researching illegal or strategic school exclusions in England, including exclusionary practices such as ‘off rolling’, ‘coerced home education’ and ‘informal’ managed moves. The aim is to build on recent articles in this journal which acknowledge that exclusionary practices are ‘extremely difficult to research because of their hidden, and potentially illegal, nature’ (Power and Taylor 2021). Illegal exclusionary practices are theorised as events that manifest in nonlinear and unique ways, challenging ‘pipeline’ models that fail to recognise the damaging and immediate impacts of such practices, and that are often only associated with legal permanent exclusion from school. The chosen contributors provide an interdisciplinary analytical approach and varied perspectives on such issues and explore the potential implications for researchers working in this complex and sensitive area of education practice.

dc.format.extent181-184
dc.languageen
dc.publisherInforma UK Limited
dc.titleEditorial
dc.typejournal-article
dc.typeEditorial
dc.typeJournal
plymouth.issue3
plymouth.volume27
plymouth.publication-statusPublished
plymouth.journalEmotional and Behavioural Difficulties
dc.identifier.doi10.1080/13632752.2022.2129355
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|Users by role
plymouth.organisational-group|Plymouth|Users by role|Academics
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA|UoA23 Education
dcterms.dateAccepted2022-04-01
dc.date.updated2023-03-28T08:18:24Z
dc.rights.embargodate2024-1-3
dc.identifier.eissn1741-2692
dc.rights.embargoperiodforever
rioxxterms.versionofrecord10.1080/13632752.2022.2129355


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