• Corpus ID: 151757386

An interpretative analysis of parents' and pupils' experiences of permanent exclusion and placement in a pupil referral unit : implications for successful reintegration.

  title={An interpretative analysis of parents' and pupils' experiences of permanent exclusion and placement in a pupil referral unit : implications for successful reintegration.},
  author={Natalie J. Wood},
The purpose of this study was to consider how parents' and pupils' make sense of their lived experience of permanent exclusion and highlight any arising key messages for professional practice, in terms of both retaining these pupils in mainstream schools and re-integrating them into a new mainstream school after exclusion. Semi structured interviews were conducted with six parents of pupils who attended a Pupil Referral Unit (PRU) within the local authority. The children of these parents who… 

Permanently excluded and perceived as challenging: a narrative inquiry into a parent’s perception of their child

Children and young people with challenging behaviour who are permanently excluded from school include a disproportionate percentage of children and young people from particular groups including boys

The stories told by permanently excluded female adolescents attending pupil referral units in relation to their past and future selves

Department for Education statistics (DfE, 2016b) report an increase in permanent exclusion rates with exclusion also being associated with feelings of stigmatisation, rejection and shame (Harris,



Towards a relational self: social engagement during pregnancy and psychological preparation for motherhood.

  • J. A. Smith
  • Psychology
    The British journal of social psychology
  • 1999
This study works towards a theoretical model of the relational self derived from the intensive examination of a small number of case studies of women going through their first pregnancy, arguing that pregnancy can accentuate the symbiotic relation of one's perception of self and others and that this aids psychological preparation for mothering.

Alternatives to exclusion from school

Exclusion from school is a major concern for teachers, parents and children, and features in government initiatives. This book takes a broad look at exclusion, mapping the extent of exclusions and

Pupil behaviour and teacher culture

Part 1 Pupil behaviour and teacher culture: perspectives on pupils' behaviour. Part 2 Improving pupils' behaviour: successful interventions with difficult pupils - issues in behavioural approaches a

Lessons learned: student voice at a school for pupils experiencing social, emotional and behavioural difficulties

Student voice and pupil empowerment projects are common in many mainstream schools. However, such initiatives are more challenging to implement in provision for students experiencing (social),

Emotional and behavioural difficulties (EBD): the special educational need justifying exclusion

Students identified with emotional and behavioural difficulties (EBD) present a special case within special educational needs (SEN) and inclusion. EBD is perhaps the only category of SEN that exposes

Issues in Evaluation.

This paper examines practical and theoretical problems and issues that arose during evaluation of an adventure program for young offenders. During 1989-93, the Sail Training Association and the

Interpretative Phenomenological Analysis: Theory, Method and Research

Interpretative phenomenological analysis (IPA) is an increasingly popular approach to qualitative inquiry. This handy text covers its theoretical foundations and provides a detailed guide to

School Exclusion: The Will to Punish

ABSTRACT:  This paper examines perspectives on student disaffection in education at the levels of culture and policy. It considers the balance between punitive/exclusionary and


Behaviourally challenging pupils are a permanent feature of the education culture in the United Kingdom. The realisation that this is not a temporary phenomenon is an important ‘re‐definition’. The

Adolescents' conceptions of teachers' authority and their relations to rule violations in school.

Adolescents' negative rule evaluations, fewer rules, greater dislike for school, poorer grades, and living in single- or step-parent families predicted teacher- and self-reported misconduct.