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

研究Questions1。被学校排斥的过程如何影响教育动机？参加学生转介课如何影响学生的学习动机？重新融入主流学校的可能性如何影响教育动机？参加PRU的被排除的学生有教育失败的高风险，只有1.4%的PRU学生获得5 a *-C的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），更大的犯罪机会（Savolainen等人，2015），代际问题的高概率（Escarce, 2003; Plewis & Bartley, 2014），以及更高的健康风险行为率（Gruber & Machamer, 2000）。这项研究的合作伙伴将是内城青年慈善机构，该机构与家庭生活和教育方面面临复杂挑战的青年合作。这包括那些被排除在外的年轻人。与该慈善机构有着长期的合作关系，包括之前与另一所大学合作设计教育干预。慈善机构和这项研究有一个共同的目标：通过了解教育动机和制定有效的干预措施，帮助年轻人避免教育失败。本研究采用定性方法探讨被排斥学生的动机。一种纵向方法，涵盖一学年，旨在通过排除，参加PRU和可能重新融入主流教育来跟踪不断变化的动机水平。将从该慈善机构的指导计划中确定最多20人的样本组，目的是确保从至少10名参与者那里获得完整的数据集（每位参与者有4次采访）。将使用文件中的参考数据创建参与者配置文件。半结构化访谈将用于解决与SDT相关的研究问题。如果需要，每次访谈可以分成三个简短的访谈，让有沟通困难（多动症、创伤后应激障碍、创伤）的参与者进行有效的沟通。叙事分析将用于分析数据，反思性日志将记录决策及其理由，以提供强有力的有效性证据（Creswell & Miller, 2000）。这项研究总共需要3年的时间：第一年是文献综述，项目设计，建立关系（慈善机构和参与者），并开始数据收集。第二年将继续数据收集（由于指导项目是滚动的，因此分配了18个月用于数据收集），第三年用于分析和撰写项目。这项研究对于改善弱势青年的生活机会，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。本研究建立在定量研究的基础上，通过使用定性方法来增加对被排斥学生动机复杂性的理解深度。这些信息将用于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良好地参与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.