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

本研究的目的是了解紧缩政策对主流学校包容性规定的影响，特别是对最脆弱的年轻人，已经在排斥的风险。该研究将讨论教育政策的变化，减少提供资金，以及支持服务的私有化，以了解这些学生的支持和干预的情况如何变化。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。这提供了一个独特的方法创新，因为研究将与年轻人共同制作，而不是由成年人代表他们。这一领域的研究是至关重要和及时的，因为政府制定了五年的未来思维战略，以改善年轻人的心理健康，更加强调“身心健康的平等尊重”（DfE和DoH，2017：3）。最近，教育部发布了关于“学校心理健康和行为”的指导，旨在“阐明学校在这一领域的角色和责任”（2018年：3），在英格兰各地学校引入新的心理健康支持团队之前。这表明人们对行为作为校内交流的认识有所提高，并作出新的承诺，进一步支持学生的心理健康需求。近年来，由于隔离、有管理的迁移和被排除在主流教育之外，得不到适当教育的学生人数急剧增加，优质替代教育有可能为最脆弱的儿童和青年提供有针对性的支持和稳定，但目前选择的质量受到质疑。自2011年以来，在离开关键阶段4后，参加替代性规定的学生人数增加了10%，他们没有接受教育，就业或培训（NEET）（IFF研究有限公司等，2018年）。正如政府有关青少年精神健康服务的绿色文件所指出，在较年轻时或较长时间成为NEET的青少年，亦容易在青春期后及成年后经历进一步的精神健康问题（教育署及卫生署，2017：9）。此外，研究表明，那些NEET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）。对这一主题的研究将深入了解学校如何通过实施早期干预和有效的心理健康支持来帮助破坏贫困和社会剥夺的周期性。反过来，这种支持可能会减少离开KS4后成为NEET的学生人数，从而改善年轻人的个人，社会和经济成果。

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.