Exploring decision making in school exclusion

The disproportionate exclusion of certain groups of pupils in England, and for specific behaviours, remains an issue of national importance. The current research aimed to explore the role that Head Teachers play in this process, given that they have sole legal responsibility to decide if a pupil’s behaviour meets the subjective criteria for persistent disruption. Head Teachers’ views were sought to answer the following: How do Head Teachers navigate the decision-making process to exclude for Persistent Disruptive Behaviour? What factors do Head Teachers consider when making these decisions? Do Head Teachers consult others during the decision-making process? A partially-mixed sequential dominant phase methodology was employed, where qualitative data analysis contributed the greatest amount of information pertaining to the research questions. A survey collecting demographic information was sent to Head Teachers across England. This survey also collected quantitative data, in the form of self-reported measures of the extent to which Head Teachers consulted others, and how well-equipped they felt in decision making for Persistent Disruptive Behaviour. Maximum variation sampling, using the demographic information provided in the survey, was used to select Head Teachers for interviews. Analysis of qualitative data, using thematic analysis, suggested that Head Teachers’ confidence in the education system, position on exclusion, principles and pressure from the system informed how they navigated decision making. Head Teachers’ consideration of what a pupil needs, personal approach, school approach and external help and hinderances were themes extracted from the data which related to the factors Head Teachers deem important in decision making. Isolation and Professional vs Personal (relationships) were themes that addressed who and how Head Teachers consulted others during decision making. Quantitative analysis of data showed there was not a statistically significant relationship between the extent to which Head Teachers consult others, and the extent to which they feel well-equipped in the exclusion decision-making process. These findings highlight the complex nature of decision-making in which a Head Teacher must engage, which is shaped by a range of individual, group and systemic factors. This research provides previously unexplored information about Head Teachers’ decision making and how this influences school exclusions for Persistent Disruptive Behaviour. Important implications for Educational Psychology practice are noted, including the role of professional supervision to Head Teachers, and these findings are discussed with relevance to contributions to school practice and the development of policy