School exclusion policies across the UK: convergence and divergence.
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| Title: | School exclusion policies across the UK: convergence and divergence. |
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| Authors: | McCluskey, Gillean, Duffy, Gavin, Power, Sally, Robinson, Gareth, Tawell, Alice, Taylor, Annie, Templeton, Michelle, Thompson, Ian |
| Source: | Oxford Review of Education. Dec2024, Vol. 50 Issue 6, p760-776. 17p. |
| Subjects: | Exclusion from school, Student suspension, Student expulsion, Education policy, Comparative studies, Equality, Educational equalization |
| Geographic Terms: | United Kingdom |
| Abstract: | Previous comparative research has revealed recent high and rising school exclusion rates in England and a contrasting picture of much lower and reducing rates in Northern Ireland, Scotland and Wales. In this paper, we examine findings from new research into school exclusion policies across the four countries of the UK. This interrogates for the first time how the problem of 'school exclusion' is framed within these four distinct policy contexts. We take up the question of how policy levers and drivers may shape patterns and trends in permanent exclusion and suspension/temporary exclusion. This analysis reveals that, despite broad agreement in policy on a need to reduce exclusion and increase equity across the UK jurisdictions, there are diverging policy stances on the purposes of exclusion, responsibilities of schools and the role of the state overall in bringing about change. We conclude that deeper critical engagement with policy contexts is a vital element in understanding the persistence of school exclusion itself but also the differential rates of exclusion across the UK. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Previous comparative research has revealed recent high and rising school exclusion rates in England and a contrasting picture of much lower and reducing rates in Northern Ireland, Scotland and Wales. In this paper, we examine findings from new research into school exclusion policies across the four countries of the UK. This interrogates for the first time how the problem of 'school exclusion' is framed within these four distinct policy contexts. We take up the question of how policy levers and drivers may shape patterns and trends in permanent exclusion and suspension/temporary exclusion. This analysis reveals that, despite broad agreement in policy on a need to reduce exclusion and increase equity across the UK jurisdictions, there are diverging policy stances on the purposes of exclusion, responsibilities of schools and the role of the state overall in bringing about change. We conclude that deeper critical engagement with policy contexts is a vital element in understanding the persistence of school exclusion itself but also the differential rates of exclusion across the UK. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03054985 |
| DOI: | 10.1080/03054985.2024.2376609 |
