Internal Exclusion Compounds Inequalities suggests new report
A new report that examines the practice of internal exclusion, the temporary relocation of a pupil from their classroom to a designated isolation space as a consequence of disruptive behaviour, has been published. The authors analysed data from over 34,000 young people in 121 secondary schools in Greater Manchester (data from the #BeeWell dataset).
The authors explored three key questions:
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Prevalence - How many students experience internal exclusion and how often?
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Inequalities - Which students are more likely to be isolated?
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Outcomes - How internal exclusion relates to belonging, mental wellbeing, attendance, and attainment.
They find that internal exclusion is relatively common and varies significantly between schools. 8.3% of pupils reported being internally excluded at least once a week, for an average of 8.44 hours per week with students from disadvantaged backgrounds, those with special educational needs, and certain ethnic groups disproportionately represented.
On outcomes, the authors report that internal exclusion is associated with lower levels of a sense of school belonging, reduced attendance, and poorer academic achievement. The paper argues that internal exclusion may thus compound existing inequalities and warns that schools should monitor use of isolation not simply as a disciplinary tactic but as a practice with potential longer-term consequences for student engagement and achievement. With the White Paper due to be released in the new year, it will be interesting to see how lost learning and inclusion is being addressed.
If you are concerned with your internal exclusion and want to explore another option, nasen have a Twilight Talk: Resourced Provision in Mainstream Schools to Promote the Inclusion of Students With SEND happening on Tuesday 11th November from 4-5pm. Dr Vasilis Strogilos, University of Southampton, will discuss Resourced Provision’s role in meaningful inclusion, and will describe practical examples from the toolkit.
