Policy Press
7 The hidden world of within-school exclusion
Abstract
This chapter investigates the phenomenon of ‘unofficial’ school exclusions in England, particularly affecting students with special educational needs and disabilities (SEND). It highlights practices such as off-rolling and pre-emptive exclusion, where students are removed from school rolls or discouraged from enrolling, often to improve school performance metrics. Despite being illegal, these practices persist due to the pressures of high-stakes accountability systems. The study also examines the structural exclusion within classrooms, where SEND students are often segregated, impacting their educational outcomes and reinforcing inequities. The chapter calls for a reassessment of educational policies to address these hidden exclusions and promote more inclusive practices.
Abstract
This chapter investigates the phenomenon of ‘unofficial’ school exclusions in England, particularly affecting students with special educational needs and disabilities (SEND). It highlights practices such as off-rolling and pre-emptive exclusion, where students are removed from school rolls or discouraged from enrolling, often to improve school performance metrics. Despite being illegal, these practices persist due to the pressures of high-stakes accountability systems. The study also examines the structural exclusion within classrooms, where SEND students are often segregated, impacting their educational outcomes and reinforcing inequities. The chapter calls for a reassessment of educational policies to address these hidden exclusions and promote more inclusive practices.
Chapters in this book
- Front Matter i
- Contents iii
- List of figures and tables iv
- Notes on contributors v
- Foreword ix
- Foreword xi
- Foreword xiii
- Introduction 1
- Disability and education in historical perspective 6
- Continuity and tensions between the SEND framework and disability rights legislation in recent legislative reforms 20
- Multi-agency working and children and young people with disabilities: from ‘what works’ to ‘active becoming’ 51
- Disabled students in higher education: what progress has been made over the last 30 years? 74
- Meeting the standard but failing the test: the case of children and young people with sensory impairments and access to assessments and qualifications 94
- Exploring the intersection of race and disability in English schools 107
- The hidden world of within-school exclusion 119
- Social, emotional and mental health needs in educational settings: putting wellbeing into socio-relational context 142
- Conclusion 154
- Index 157
Chapters in this book
- Front Matter i
- Contents iii
- List of figures and tables iv
- Notes on contributors v
- Foreword ix
- Foreword xi
- Foreword xiii
- Introduction 1
- Disability and education in historical perspective 6
- Continuity and tensions between the SEND framework and disability rights legislation in recent legislative reforms 20
- Multi-agency working and children and young people with disabilities: from ‘what works’ to ‘active becoming’ 51
- Disabled students in higher education: what progress has been made over the last 30 years? 74
- Meeting the standard but failing the test: the case of children and young people with sensory impairments and access to assessments and qualifications 94
- Exploring the intersection of race and disability in English schools 107
- The hidden world of within-school exclusion 119
- Social, emotional and mental health needs in educational settings: putting wellbeing into socio-relational context 142
- Conclusion 154
- Index 157
