Barclay, Shyla (2024) An exploration of Black boys' experiences of exclusion from school. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

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Abstract

The number of suspensions and permanent exclusions in UK schools has continued to accelerate in recent years, with the exception of the Coronavirus pandemic, which caused national restrictions and impacted recordings in 2020/21. Secondary schools are the main driver for increases and Black boys are one overrepresented group who are disproportionately excluded and more likely to attend a Pupil Referral Unit (DfE, 2023). This longstanding issue, its underlying reasoning and the implications for exclusion are documented in literature from a host of adult perspectives, however there is a lack of existing research established on the views of those who are subject to the phenomenon. Research shows that the experience of exclusion has a negative impact on pupil educational attainment, emotional well-being, future career and health prospects. This research aims to make sense of Black boys’ school exclusion experiences as a marginalised, vulnerable group according to Critical Race and Intersectional Theories. Individual semi-structured interviews were carried out with three boys who had been removed from secondary mainstream school and educated in alternative provision. The data was analysed using Interpretative Phenomenological Analysis to highlight personal lived experience. Analysis of the individual findings led to the construction of the following Group Experiential Themes about exclusion: it is experienced as ‘emotionally laborious’, ‘conflicting and confusing’, a ‘fight for survival’, an ‘unfair eventuality’ and one where they are ‘dependent on people’. In exploring the experiences of some Black boys excluded from school, this research provides valuable insight into how this group can be heard, understood within their intersectional context and better supported by professionals in education and the wider system within which they exist. This research highlights implications for the ongoing need to protect and promote the best interests of Black boys who are at risk of or have been excluded from school.

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:	Black, mixed-race, boy, school exclusion, alternative provision, pupil experience Professional Doctorate in Child, Community and Educational Psychology Edpsych Updates
Subjects:	Children, Young People and Developmental Pyschology > Emotions Groups & Organisations > Racial/Cultural Groups Learning & Education > Educational Psychology Research, Tests, Assessments > Interpretative Phenomenological Analysis
Department/People:	Children, Young Adult and Family Services Research
URI:	https://repository.tavistockandportman.ac.uk/id/eprint/3003

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