A Narrative Analysis of Young People with Experiences of Trauma, Poverty and Turbulent Educational Journeys

研究问题1.被学校拒之门外的过程如何影响教育动机？2.就读学生转介单位(PRU)如何影响教育动机？3.重新融入主流学校的可能性如何影响教育动机？就读PRU的被排除在外的学生教育失败的风险很高，只有1.4%的PRU学生获得5 A*-C GCSE(Martin&White，2012)。教育失败的后果包括：更高的失业率(Caspi，Wright，Moffitt&Silva，1998；Felstead&Green，2013)，更高的抑郁率(Harrington，2001)，更大的参与犯罪的机会(Savolainen et al，2015)，代际问题的高概率(E稀缺，2003；Plewis&Bartley，2014)，以及更高的健康危险行为比率(Gruber&Machamer，2000)。这项研究的合作伙伴将是内城青年慈善机构，该机构致力于帮助面临家庭生活和教育方面复杂挑战的青年。这包括被排除在外并参加PRU的年轻人。与该慈善机构存在着长期的关系，包括以前的工作，与另一所大学合作设计教育干预。该慈善机构和这项研究有一个共同的目标：通过理解教育动机和制定有效的干预措施来帮助青少年避免教育失败。本研究采用定性的方法来探索被排斥的小学生的动机。一种纵向方法，涵盖一学年，旨在通过排斥、参加PRU以及可能重新融入主流教育来跟踪不断变化的动机水平。最多20人的样本将从该慈善机构的指导计划中确定，目的是确保至少10名参与者的完整数据集(每名参与者4次访谈)。参与者档案将使用档案中的参考数据创建。半结构化访谈将被用来解决与SDT相关的研究问题。如果需要，每次访谈可以被分成三个简短的访谈，以便有沟通困难的参与者(ADHD，PTSD，创伤)进行有效的沟通。叙述性分析将被用来分析数据，一本自反式的日记将记录决策及其理由，以提供强有力的有效性证据(Creswell&Miller，2000)。这项研究总共花了3年时间：第一年是文献回顾、项目设计、建立关系(慈善机构和参与者)，以及开始收集数据。第二年将继续收集数据(分配18个月用于数据收集，因为指导项目有滚动招生)，第三年将用于分析和撰写项目。这项研究对于改善处境不利的年轻人的生活机会，减少教育失败对个人和公共财政的影响具有重要意义。更清楚地了解教育失败背后的动机，无疑将有助于确定更好的干预措施。这项研究建立在定量研究的基础上，通过使用定性的方法来增加对被排除在外的小学生动机复杂性的理解深度。这些信息将被用来为未来的研究和政策提供信息，这些研究和政策涉及鼓励处境不利的年轻人更好地接受教育并享受其创造的终身回报和机会的最佳方式。

Research Questions1. How does the process of exclusion from school affect educational motivation?2. How does attending a Pupil Referral Unit (PRU) affect educational motivation?3. How does potential reintegration into mainstream school affect educational motivation?Excluded pupils who attend PRUs have a high-risk of educational failure, only 1.4% of PRU pupils achieve 5 A*-C GCSEs (Martin & White, 2012). The consequences of educational failure include: higher rates of unemployment (Caspi, Wright, Moffitt & Silva, 1998; Felstead & Green, 2013), higher rates of depression (Harrington, 2001), greater chance of criminal involvement (Savolainen et al, 2015), high probability of intergenerational issues (Escarce, 2003; Plewis & Bartley, 2014), and higher rates of health risk behaviours (Gruber & Machamer, 2000). The collaborative partner for this study will be Inner-city youth charity, that works with youth with complex challenges relating to home life and education. This includes young people who have been excluded and attend PRUs.A long-standing relationship exists with the charity including previous employment designing an educational intervention with another university partnership. The charity and this research share a common goal: to help young people avoid educational failure by understanding educational motivation and developing effective interventions.This study uses qualitative methods to explore motivation in excluded pupils. A longitudinal approach, covering an academic year aims to follow changing levels of motivation through exclusion, attending a PRU and potentially reintegrating into mainstream education. The sample group of up to 20 will be identified from the charity's mentoring programme with the aim of ensuring a complete data set from at least 10 participants (with 4 interviews per participant). Participant profiles will be created using the reference data on file. Semi-structured interviews will be used to address the research questions in relation to SDT. If required, each interview can be split into three short interviews to allow participants with communication difficulties (ADHD, PTSD, trauma) to communicate effectively.Narrative analysis will be used to analyse the data and a reflexive journal will record decisions, and their justifications, to provide strong evidence of validity (Creswell & Miller, 2000). The study will take in total 3 years: 1st year for literature review, project design, building relationships (charity and participants), and to start the data collection. 2nd year will continue data collection (18 months is allocated for data collection as the mentoring project has a rolling intake) and 3rd year for analysis and writing up the project. This research is important to improve the life opportunities of disadvantaged young people and to reduce the impact of educational failure on the individual and public purse. Clearer understanding of the motivation behind educational failure, will undoubtedly help identify better interventions. This study builds on the foundation of quantitative research by using qualitative methods to increase the depth of understanding into the complexities of motivation amongst excluded pupils. This information will be used to inform future research and policy concerning the best way to encourage disadvantaged young people to engage well with their education and enjoy the life-long rewards and opportunities it creates.