A Critical Analysis of Pupil Behaviour

这项研究项目将专注于英国学校排斥的替代方案。自2012/13学年以来，英格兰的学校排除在外的情况一直在稳步增加，2018/19学年达到了7894次永久排除和438,265次定期排除的峰值。然而，2019/20学年的最新数据显示，永久排除和定期排除的情况都有所减少，这一数字分别为5,057例和310,733例(DFE，2021)--重要的是要注意到，这一数据受到了新冠肺炎疫情和随后学校关闭的严重影响。这场流行病引起了人们对无法上学的儿童“学习缺失”的关注(Ofsted，2020；Adams，2021；EEF，2021)，但被排除在外的学生的学习缺失问题从未在媒体和公共话语中受到如此关注。排斥在英语教育系统中被用作一种行为管理工具的程度，为这项研究提供了基本的理论基础--但它比这更深入。教育部官方统计数据显示，某些学生群体更有可能被学校排斥，即加勒比黑人学生、吉普赛人、罗姆人和旅行者学生、男孩、有资格享受免费学校餐(FSM)的学生以及有特殊教育需要(SEN)的学生，特别是在没有教育、保健和护理计划(EHCP)的地方(教育部，2021年)。此外，替代性规定通常被认为是对被排斥的学生的积极改变，甚至可能是问题的解决办法，这种观点在《丁普森学校排斥问题审查》(Timpson，2019年)中得到了明确阐述。相反，众所周知，在参加替代性课程的学生中，只有不到2%的学生在数学和英语方面取得了被认为是良好的及格(Hutchinson，2020)。因此，扩大无效的、不成比例地容纳上述学生群体的教育的愿望，可能被视为试图“推销被边缘化的学生”(佩雷拉，2020)。这项研究将采取固定的顺序探索性方法进行研究设计，包括对在替代教育环境中工作的教育专业人员的半结构化访谈，以及对经历过被英国主流教育排除在外的年轻人的调查。

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.