A Critical Analysis of Pupil Behaviour

这个研究项目将侧重于英国学校排斥的替代方案。自2012/ 13学年以来，英国学校的排除人数稳步增加，在2018/ 19学年，永久排除人数达到7894人，固定期限排除人数达到438265人。然而，2019/ 20学年的最新数据显示，永久排除和固定期限排除的情况都有所减少，数字分别为5,057和310,733（教育部，2021年）-重要的是要注意，这一数据受到COVID-19大流行和随后学校关闭的严重影响。疫情突出了对失学儿童“丧失学习能力”的关切（Ofsted， 2020年；Adams， 2021年；EEF， 2021年），但被排斥学生丧失学习能力的问题从未在媒体和公共话语中得到如此关注。排斥在英国教育系统中被用作行为管理工具的程度，为这项研究的基本原理提供了基本依据——但它远不止于此。教育部的官方统计数据显示，某些学生群体更有可能被学校排斥，即；加勒比黑人学生、吉卜赛人、罗姆人和游民学生、男孩、有资格享受免费校餐的学生、有特殊教育需要的学生，特别是没有教育、保健和护理计划的学生（教育部，2021年）。此外，替代条款通常被认为是被排斥学生的积极变化，甚至可能是问题的解决方案，这些观点在Timpson对学校排斥的评论中得到了明确的阐述（Timpson, 2019）。相反，众所周知，参加替代课程的学生中，只有不到2%的人在数学和英语方面取得了良好的成绩（Hutchinson, 2020）。因此，扩大无效且不成比例地容纳上述学生群体的规定的愿望可以被视为试图“推销边缘化”（Perera, 2020）。本研究将采用固定顺序的探索性方法进行研究设计，包括与在另类教育环境中工作的教育专业人员进行半结构化访谈，以及对英国主流教育排斥的年轻人进行调查。

This research project will focus on alternatives to school exclusion in England. Since 2012/ 13 exclusions from schools in England had been steadily increasing, peaking at 7,894 permanent exclusions and 438,265 fixed term exclusions in the 2018/ 19 academic year. However, the most recent data taken from the 2019/ 20 academic year shows instances of permanent exclusions and fixed term exclusions have both decreased, with the figures standing at 5,057 and 310,733 respectively (DfE, 2021) - it is important to note that this data was significantly impacted by the COVID-19 pandemic and subsequent closure of schools. The pandemic brought to the fore concerns regarding the 'lost learning' of children unable to attend school (Ofsted, 2020; Adams, 2021; EEF, 2021) yet the lost learning of excluded pupils has never received such attention in the media and public discourse. The extent to which exclusion is used as a behaviour management tool in the English education system provides the fundamental basis of the rationale for this research - but it goes further than this. Official Department for Education statistics show that certain groups of pupils are more likely to experience exclusion from school namely; Black Caribbean pupils, Gypsy, Roma and Traveller pupils, boys, pupils eligible for Free School Meals (FSM), and pupils with Special Educational Needs (SEN) especially where there is no education health and care plan (EHCP) (DfE, 2021). Furthermore, alternative provision is often considered to be a positive change for excluded pupils, perhaps even a solution to the problem, such views were clearly articulated in the Timpson review of school exclusion (Timpson, 2019). Conversely, it is well known that of pupils enrolled in alternative provision fewer than 2% achieve what is considered to be a good pass in maths and English (Hutchinson, 2020). As such, the desire to expand provision that is ineffective and disproportionately accommodates the groups of pupils mentioned above could be seen as an attempt to 'market the marginalised' (Perera, 2020). This research will take a fixed sequential exploratory approach to research design, involving semi-structured interviews with educational professionals working in alternative education settings and a survey of young people who have experienced exclusion from mainstream education in England.