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School exclusion policies across the UK: convergence and divergence.

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Title: School exclusion policies across the UK: convergence and divergence.
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]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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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  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=180231317
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        Value: 10.1080/03054985.2024.2376609
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              Text: Dec2024
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