Conflicts in professional concern and the exclusion of pupils with SEMH in England

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL
Ian Thompson, A. Tawell, H. Daniels
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引用次数: 9

Abstract

ABSTRACT Pupils with Social Emotional and Mental Health (SEMH) needs are disproportionately excluded from schools in England. Drawing on data collected from interviews with Local Authority Education Officers in 2017/18 in a project that looked at disparities in rates of permanent exclusion across the UK, this article explores how the influence of perverse incentives in the system, as well as the potentially different primary concerns of actors involved in inter-professional work, may undermine practices of inclusion in schools, and lead to the exclusion of pupils with SEMH. The review of existing literature and current analysis presented in this article highlight a number of potential factors which may be leading to the exclusion of pupils with SEMH in England. The data analysis and proposed theoretical frameworks contribute to the knowledge on ways in which the fragmentation of the English school system has failed many SEMH learners. Our argument here is that professional communication to support pupils with SEMH requires inter-professional understanding and respect for the primary concerns of different agencies. However, in circumstances of challenge and limited resources, there is a heightened risk that pupils with SEMH can become collateral casualties of policy change evacuated to the social margins of schooling.
职业关注中的冲突与英国SEMH学生的排斥
在英国,有社会情感和心理健康(SEMH)需求的学生被不成比例地排除在学校之外。根据2017/18年对英国地方政府教育官员的采访收集的数据,本文探讨了系统中不合理激励的影响,以及参与跨专业工作的行为者潜在的不同主要关注点,可能会破坏学校的包容实践,并导致SEMH学生被排除在外。本文对现有文献和当前分析进行了回顾,强调了一些可能导致英国SEMH学生被排除在外的潜在因素。数据分析和提出的理论框架有助于了解英语学校系统的碎片化使许多SEMH学习者失败的方式。我们的论点是,专业沟通以支持SEMH学生需要跨专业的理解和尊重不同机构的主要关注点。然而,在面临挑战和资源有限的情况下,有SEMH的学生可能成为政策变化的附带受害者,被疏散到学校教育的社会边缘。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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