Sign of the Times: Mapping adolescents' experiences of intervention strategies and cultures of othering in the management of behaviour in mainstream s

这项研究的目的是了解紧缩政策对主流学校包容性教育的影响，特别是对已经面临被排斥风险的最脆弱的年轻人。这项研究将讨论教育政策的变化，减少拨款，以及支持服务的私有化，以了解这些学生的支持和干预格局发生了怎样的变化。为了了解这些年轻人更深层次的生活经历，研究将集中在学校环境中，学生的声音将是研究的中心。这提供了一种独特的方法创新，因为这项研究将与年轻人一起参与制作，而不是由成年人代表他们。这一领域的研究是至关重要的和及时的，因为政府制定了其五年未来战略，以改善年轻人的心理健康提供，并更加强调“对身心健康的平等尊重”(DFE和DOH，2017：3)。最近，英国教育部发布了关于“学校心理健康和行为”的指导意见，试图在英格兰各地的学校引入新的心理健康支持小组之前，在这一领域“列出学校的角色和责任”(2018：3)。这表明，作为学校内部交流的行为，人们的意识有所增强，并做出了进一步支持学生心理健康需求的新承诺。最近，由于种族隔离、有管理的迁移和被排除在主流教育之外，得不到足够供应的学生人数急剧增加。高质量的替代条款有可能为最脆弱的儿童和年轻人提供有针对性的支持和稳定，但目前选择的方案的质量受到质疑。自2011年以来，参加替代条款的学生数量增加了10%，这些学生在离开关键阶段4后不在教育、就业或培训(NEET)中(IFF Research Ltd等人，2018年)。正如政府关于为年轻人提供心理健康的绿皮书所指出的那样；青少年在较小的年龄或较长的一段时间成为NEET，也容易经历青春期后和成年后的进一步心理健康问题(DFE和DOH，2017：9)。此外，研究表明，那些无家可归的人更有可能经历刑事司法系统和其他社会剥夺因素，如无家可归(青年司法委员会，2005年)。对这一专题的研究将使人们深入了解学校可能如何通过实施早期干预和有效的心理健康支持来帮助打破贫困和社会剥夺的周期性。反过来，这种支持可能会导致离开KS4后成为NEET学生的人数减少，从而改善年轻人的个人、社会和经济结果。

The aim of this study is to understand the impact of austerity politics on inclusive provision in mainstream schools, particularly for the most vulnerable young people, already at-risk of exclusion. The study will address changes to education policy, reduced provision funding, and the privatization of support services, in order to understand how the landscape of support and intervention has changed for these students. In order to understand the deeper lived experiences of these young people, the study will be centrally located within the school environment, and the voices of students will be central to the research. This offers a unique methodical innovation, as the research will be co-produced alongside young people, instead of represented on their behalf by adults.Research into this area is crucial and timely, as the government sets out its five year Future in Mind strategy to improve mental health provision for young people, with an increased emphasis on 'parity of esteem for physical and mental health' (DfE and DoH, 2017:3). Most recently, the DfE have released guidance on 'Mental Health and Behaviour in schools' that seeks to 'set out schools' roles and responsibilities' (2018:3) in this area, in advance of new Mental Health Support Teams being introduced in schools across England. This suggests an increased awareness of behaviour as communication within schools, and a new commitment to further support students' mental health needs. In recent times, there has been a dramatic increase in the number of students who are left without adequate provision; due to segregation, managed moves and exclusions from mainstream education.Quality alternative provisions have the potential to offer targeted support and stability to the most vulnerable children and young people, but the quality of current options is under question. Since 2011 there has been a 10% increase in the amount of students attending alternative provisions who are not in education, employment or training (NEET) after leaving Key Stage 4 (IFF Research Ltd et al., 2018). As identified in the government's Green Paper on mental health provision for young people; adolescents who become NEET at a younger age, or for a prolonged period of time, are also pre-disposed to experience further mental health issues beyond adolescence and into adulthood (DfE and DoH, 2017:9). In addition, studies show that those who are NEET are more likely to experience the criminal justice system, andother factors of social deprivation, such as homelessness (Youth Justice Board, 2005). Research into this topic will provide insight into how schools might seek to help disrupt the cyclical nature of poverty and social deprivation, by implementing early interventions, and effective mental health support. In turn, this support may spark a reduction in the number of students who are NEET after leaving KS4, thus improving personal, social and economic outcomes for young people.