Reducing exclusions and improving attainment - how can that be? Evidence from a United Kingdom secondary school

This paper presents discussion and exploration of the nature, extent and characteristics of a disciplinary Inclusion Room (IR). There is limited literature on systems at the interface of inclusion-exclusion. This research offers a unique theoretical lens on a contested domain of school discipline. The research aimed to explore the nature, extent, and characteristics of the disciplinary inclusion situation. A mixed methodology included documentary analysis, a quantitative questionnaire of n = 130 students and n = 30 staff. Qualitative methods included document analysis and in-depth, semi-structured interviews with n = 9 students and n = 9 staff. Students‘ and staff perspectives in this research illustrate how the IR strategy positively supported the goals of school improvement. Short periods of exclusion from the classroom to the IR ultimately supported school inclusion. Further, evidence suggests that reducing school suspension needs to be accompanied by a rigorous challenge to goals for student exclusion. Disciplinary inclusion is supported by the interplay of values and systems change, including achievement for all students, that supports reduction in suspension and inclusionary practice. Implications for NZ disciplinary provision include a critical examination of the nature and purposes of withdrawal rooms