‘But what do the statistics say?’ An overview of permanent school exclusions in England

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-07-03 DOI:10.1080/13632752.2022.2091895
A. Black
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引用次数: 1

Abstract

ABSTRACT This article explores and presents various statistics regarding permanent school exclusions in England. Publically available national data, e.g. Permanent and fixed-period exclusions in England (Department for Education, 2021a), are used to identify patterns and thus provide an overview of the number, profile and characteristics (considering variables such as gender, ethnicity) of the population of children and young people permanently excluded in England. The article does not seek to explain the trends, rather it presents them as a ‘where are we’ picture of permanent exclusions in England. It is important to have such an overview in order to contextualise the English education system and view the implications of policy for practice relating to exclusions as demonstrated through pupil numbers and proportionality. The analysis highlights issues of disproportionality and the characteristics of students permanently excluded as well as revealing the ‘under counting’ of those who are excluded. The discussion explores issues around disproportionality, relating these to broader educational issues. Suggestions are made as to how to accurately account for all children and young people who are permanently excluded or ‘off-rolled’.
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“但是统计数据怎么说呢?”英国永久性学校排斥的概述
这篇文章探讨并呈现了关于英国永久学校排斥的各种统计数据。可公开获得的国家数据,例如英格兰的永久和固定期限排除(教育部,2021a),用于确定模式,从而概述英格兰永久排除的儿童和青少年人口的数量、概况和特征(考虑性别、种族等变量)。这篇文章并没有试图解释这些趋势,而是将它们呈现为英国永久排斥的“我们在哪里”的图景。有这样一个概述是很重要的,以便将英国教育系统置于背景下,并通过学生人数和比例来观察与排除相关的政策对实践的影响。该分析强调了比例失衡问题和被永久排除在外的学生的特征,并揭示了被排除在外的学生的“计数不足”。讨论探讨了有关比例失调的问题,并将这些问题与更广泛的教育问题联系起来。就如何准确地计算所有被永久排除在外或“辍学”的儿童和青年提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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