Add to ORKGPrevious research into pupil experiences of exclusion has focussed on permanent exclusion from a range of different settings. This study provides an in-depth exploration of the experiences of pupils from one secondary school who have been excluded for a fixed-period and rentegrated back into the same setting. The aims of the research were to highlight pupil voice around experiences of exclusion and reintegration and to develop an understanding of the meaning pupils have constructed around these experiences within their school community.EThOS - Electronic Theses Online ServiceGBUnited Kingdo
This research explores the lived experience of being permanently excluded from secondary school. Gov...
This paper aims to examine the experiences of pupils and professionals who are affected by actual or...
This paper draws on case study research with Lee who had been permanently excluded from an urban sec...
The purpose of this study was to consider how parents' and pupils' make sense of their lived experie...
This study attempts to understand the practices and attitudes regarding the high numbers of students...
A rising number of children are permanently excluded from school each year in England. Children’s ex...
This paper examines the under-researched phenomenon of classroom exclusions and their implications f...
Marginalised students in education are often formally excluded and further disadvantaged by school d...
Government data indicates that Fixed Period Exclusion (FPE) rates in primary schools are not in-keep...
This small-scale qualitative study focused on the experiences of five pupils who had been permanentl...
Recent figures show that the number of permanent exclusions from Mainstream Secondary Schools (MSS) ...
This qualitative research study aims to document the lived experiences of several primary-aged Māori...
There is widespread consensus in the research and policy‐related literature over the last decade tha...
This paper presents the findings of a qualitative research project carried out in a UK Pupil Referra...
The purpose of this research was to explore students’ experiences of Pupil Referral Units and the pe...
This research explores the lived experience of being permanently excluded from secondary school. Gov...
This paper aims to examine the experiences of pupils and professionals who are affected by actual or...
This paper draws on case study research with Lee who had been permanently excluded from an urban sec...
The purpose of this study was to consider how parents' and pupils' make sense of their lived experie...
This study attempts to understand the practices and attitudes regarding the high numbers of students...
A rising number of children are permanently excluded from school each year in England. Children’s ex...
This paper examines the under-researched phenomenon of classroom exclusions and their implications f...
Marginalised students in education are often formally excluded and further disadvantaged by school d...
Government data indicates that Fixed Period Exclusion (FPE) rates in primary schools are not in-keep...
This small-scale qualitative study focused on the experiences of five pupils who had been permanentl...
Recent figures show that the number of permanent exclusions from Mainstream Secondary Schools (MSS) ...
This qualitative research study aims to document the lived experiences of several primary-aged Māori...
There is widespread consensus in the research and policy‐related literature over the last decade tha...
This paper presents the findings of a qualitative research project carried out in a UK Pupil Referra...
The purpose of this research was to explore students’ experiences of Pupil Referral Units and the pe...
This research explores the lived experience of being permanently excluded from secondary school. Gov...
This paper aims to examine the experiences of pupils and professionals who are affected by actual or...
This paper draws on case study research with Lee who had been permanently excluded from an urban sec...