How children make sense of their permanent exclusion: a thematic analysis from semi-structured interviews

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-12-06 DOI:10.1080/13632752.2021.2012962

Rick Murphy

{"title":"How children make sense of their permanent exclusion: a thematic analysis from semi-structured interviews","authors":"Rick Murphy","doi":"10.1080/13632752.2021.2012962","DOIUrl":null,"url":null,"abstract":"ABSTRACT A rising number of children are permanently excluded from school each year in England. Children’s experiences of exclusion are underrepresented in the literature, effectively giving prominence to the views and interpretations of researchers. This qualitative study uses semi-structured interviews to explore the ways in which excluded children story their experience of school exclusion (N = 18). Thematic analysis was used to identify trends in the children’s data, integrating key themes to develop an understanding of how children make sense of the exclusion situation. The main findings from this study are that excluded children tend to experience schools as misreading symptoms of social injustice, bullying, and special educational needs as misbehaviour and non-compliance. The children reported that exclusion behaviours were a communication of personal and social problems that were amplified by punitive school measures. Ways in which schools can implement these findings are discussed with key recommendations for employing these findings within schools and educational settings.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"113 1","pages":"43 - 57"},"PeriodicalIF":1.5000,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13632752.2021.2012962","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 3

Abstract

ABSTRACT A rising number of children are permanently excluded from school each year in England. Children’s experiences of exclusion are underrepresented in the literature, effectively giving prominence to the views and interpretations of researchers. This qualitative study uses semi-structured interviews to explore the ways in which excluded children story their experience of school exclusion (N = 18). Thematic analysis was used to identify trends in the children’s data, integrating key themes to develop an understanding of how children make sense of the exclusion situation. The main findings from this study are that excluded children tend to experience schools as misreading symptoms of social injustice, bullying, and special educational needs as misbehaviour and non-compliance. The children reported that exclusion behaviours were a communication of personal and social problems that were amplified by punitive school measures. Ways in which schools can implement these findings are discussed with key recommendations for employing these findings within schools and educational settings.

查看原文本刊更多论文

儿童如何理解他们的永久排斥:半结构化访谈的主题分析

在英国，每年有越来越多的孩子被永久拒之门外。儿童被排斥的经历在文献中代表性不足，有效地突出了研究人员的观点和解释。本定性研究采用半结构化访谈来探讨被排斥儿童讲述其学校排斥经历的方式(N = 18)。专题分析用于确定儿童数据的趋势，整合关键主题，以了解儿童如何理解被排斥的情况。这项研究的主要发现是，被排除在外的儿童往往会在学校经历社会不公正、欺凌的误读症状，以及行为不端和不合规的特殊教育需求。孩子们报告说，排斥行为是个人和社会问题的一种表现，而学校的惩罚性措施又放大了这些问题。讨论了学校实施这些发现的方法，并提出了在学校和教育机构中应用这些发现的主要建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.80

自引率

10.00%

发文量

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.