Lane-Downey, Ellen (2024) What are the contexts and mechanisms behind successful inclusion practices in secondary schools for pupils at-risk of exclusion? Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

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Abstract

School-based exclusions can have a detrimental impact on the individual, their family and the system, therefore it may be important to explore any preventative measures available. There are many studies that have explored factors that lead to exclusion such as a school’s location, challenging behaviour displayed by pupils, unconscious bias and the ethnicity of the pupil, staff communication and leadership, competing pressures for schools to achieve academically, government policy and support from parents. There has been less focus on ‘inclusion’ practices aiming to reduce exclusion rates, particularly from the perspective of Educational Psychologists. The aim of this research is to identify what contexts and mechanisms are behind successful inclusion practices for students at risk of exclusion in a secondary school from Educational Psychologists involved with secondary school pupils. The research specifically looks at what schools are implementing to support inclusion and reduce the likelihood or need to exclude. I used opportunistic sampling to recruit six educational psychologist participants from one local authority. Semi-structured interviews were conducted using a strengths-based framework. Interviews were analysed using reflexive thematic analysis (RTA). I have identified a range of contexts and mechanisms that support successful inclusion practices within secondary schools, with supportive factors clustered around four overarching themes: ‘Relationships’, ‘Systemic Factors’, ‘School Culture and Leadership’ and ‘Support and Interventions’. From understanding what ‘helps’ in this situation, Educational Psychologists could use this information as a framework when supporting schools in developing their inclusion practices. This may allow schools to draw on strengths and think of exclusion from different perspectives, taking a more ‘early intervention’ approach and promoting an ‘inclusive’ ethos. Having an evidence-base to draw from may allow Educational Psychologists to help schools and families to reduce the use of exclusions.

Item Type:	Thesis (Professional Doctorate)
Additional Information:	Thesis submitted in partial fulfilment of the Professional Doctorate in Child, Community and Educational Psychology awarded by the Tavistock and Portman NHS Foundation Trust in association with the University of Essex
Uncontrolled Keywords:	Professional Doctorate in Child, Community and Educational Psychology, Edpsych Updates
Subjects:	Groups & Organisations > Groups/Institutions/Organisations Learning & Education > Educational Psychology Learning & Education > Learning & Education in Psychology
Department/People:	Children, Young Adult and Family Services Research
URI:	https://repository.tavistockandportman.ac.uk/id/eprint/3067

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