{"title":"忍耐之旅:被学生、看护人和学校专业人员排斥的故事","authors":"V. Feingold, J. Rowley","doi":"10.1080/13632752.2023.2171344","DOIUrl":null,"url":null,"abstract":"ABSTRACT Permanent exclusion from primary school is an issue of national and local concern; previous literature has primarily focused on secondary school experiences of school exclusion. Furthermore, research offering detailed insights into the experience of permanent exclusion from the perspectives of pupils, parents and school staff is limited. This research aims to provide an in-depth exploration of the stories of permanent exclusion from primary school in England from the perspectives of two pupils, three parents and two members of school staff. Using a qualitative design and narrative inquiry approach, data was gathered through unstructured interviews. The findings illustrate the emotional impact of permanent exclusion from primary school as well as the wider impact it can have on family life. This research illustrates the complexity of permanent exclusion in how it is experienced through interacting systems and discourses of SEN and inclusion. Implications for schools and professionals within the wider systems are suggested.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"39 3","pages":"310 - 329"},"PeriodicalIF":1.5000,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Journeys of endurance: stories of exclusion from pupils, caregivers and school professionals\",\"authors\":\"V. Feingold, J. Rowley\",\"doi\":\"10.1080/13632752.2023.2171344\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Permanent exclusion from primary school is an issue of national and local concern; previous literature has primarily focused on secondary school experiences of school exclusion. Furthermore, research offering detailed insights into the experience of permanent exclusion from the perspectives of pupils, parents and school staff is limited. This research aims to provide an in-depth exploration of the stories of permanent exclusion from primary school in England from the perspectives of two pupils, three parents and two members of school staff. Using a qualitative design and narrative inquiry approach, data was gathered through unstructured interviews. The findings illustrate the emotional impact of permanent exclusion from primary school as well as the wider impact it can have on family life. This research illustrates the complexity of permanent exclusion in how it is experienced through interacting systems and discourses of SEN and inclusion. Implications for schools and professionals within the wider systems are suggested.\",\"PeriodicalId\":46308,\"journal\":{\"name\":\"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES\",\"volume\":\"39 3\",\"pages\":\"310 - 329\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2022-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13632752.2023.2171344\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13632752.2023.2171344","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Journeys of endurance: stories of exclusion from pupils, caregivers and school professionals
ABSTRACT Permanent exclusion from primary school is an issue of national and local concern; previous literature has primarily focused on secondary school experiences of school exclusion. Furthermore, research offering detailed insights into the experience of permanent exclusion from the perspectives of pupils, parents and school staff is limited. This research aims to provide an in-depth exploration of the stories of permanent exclusion from primary school in England from the perspectives of two pupils, three parents and two members of school staff. Using a qualitative design and narrative inquiry approach, data was gathered through unstructured interviews. The findings illustrate the emotional impact of permanent exclusion from primary school as well as the wider impact it can have on family life. This research illustrates the complexity of permanent exclusion in how it is experienced through interacting systems and discourses of SEN and inclusion. Implications for schools and professionals within the wider systems are suggested.
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.