Kelly Davis

Abstract

The most recent school exclusion data for England continues to demonstrate an alarming increase in both suspensions and permanent exclusions in schools across England (Prescott, 2024). In the academic year 2022-2023 there were 786,961 suspensions, the highest recorded annual number of suspensions in England (Department for Education, 2024). Permanent exclusions rose to 9,376 in the academic year 2022-2023, also the highest number of annual permanent exclusions recorded to date in England (Department for Education, 2024). The most recent termly statistics for Autumn 2024 show that both suspensions and permanent exclusions are continuing to rise, with 2023-2024 annual statistics anticipated to be even higher than previous data (Prescott, 2024). Students in the English education system who do not conform to the behavioural expectations of mainstream schooling are excluded. This exclusion, long or short-term results in students attending Alternative Provision (AP). This thesis explores the behaviour and relationships of children attending AP when learning outside of the classroom (LOtC) in varied environmental contexts. Research was carried out in two different AP settings, focusing on secondary school children aged 11-16. An ethnographic methodology was utilised, comprising of participatory observations, researcher field notes, teacher focus groups and interviews, and student focus groups and interviews. The ethnographic methodology utilised was not linear, it was responsive and continuously adapted to the needs of the highly vulnerable students that formed one of the participant groups (Straden-Backa, 2020, p186). Findings show that student’s pro-social behaviour did not improve when they took part in LOtC experiences, that took place in non-natural environments. Behaviour of students was found to be more positive when students were learning outside in the natural environment. These positive behaviours and interactions in turn had a positive impact on student-teacher relationships. Teachers noticed a change in themselves and how they interacted with students when they were teaching in natural environments. This thesis highlights that learning outside in natural environments improves student-teacher relationships, peer-peer relationships and has a positive pro-social effect on behaviours displayed whilst students are taking part in LOtC sessions. This thesis adds to the literature on how students can be supported to navigate suspension and exclusion. Contributing to the body of literature on how to reintegrate students that have been excluded and adding to the ongoing debate surrounding developing mainstream schools that are truly inclusive for all. This research considers the key pedagogical and relational elements that could prevent suspensions and exclusions from happening, by facilitating environments that meet the needs of vulnerable at-risk students. Implications for practice include highlighting the need for all APs and mainstream schools to utilise LOtC in natural environments, as a strategy to improve student behaviour, build more positive student-teacher relationships and in turn change the trajectory for these highly vulnerable children.

Awarding Institution(s)

University of Plymouth

Supervisor

Cath Gristy, Rowena Passy

Keywords

Inclusion, Exclusion, Learning outside the classroom, LOtC, SEND, Alternative Provision, Education, Social justice, Natural environment, Behaviour, Relationships, Connections, Wellbeing, Ethnography, Thematic Analysis, Suspension, Marginalisation

Document Type

Thesis

Publication Date

2025

Deposit Date

July 2025

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