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‘Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience’
Open accessAbstract
This article draws on findings from the first cross-national study of school exclusions in the four jurisdictions of the UK. It sketches factors associated with the past research with reductions in exclusions. It then reports interview data gathered in England in 2018 from five specialist officers working in two Local Authorities and a senior officer working for a national voluntary organisation. The officers describe good practice but also national, local and school level developments contributing to a deteriorating situation. These developments include unhelpful government guidance and regulations; school accountability frameworks affecting curriculum and leading to the neglect of Special Educational Needs; loss of Local Authority powers and funding resulting in reductions in support services. Data gathered for this study in other UK jurisdictions suggests that in Scotland and Northern Ireland, and to a lesser extent in Wales, a practice that avoids school exclusions has persisted more than in England.
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The rate of temporary exclusion in Scotland has been consistently decreasing since 2007.
“the rate of temporary exclusion has been consistently decreasing since 2007”
From 'Alternative' education provision: a mapping and critique (2024) · cites this paper as Cole et al., 2019
The available indexed passages are bibliographic information and a link to an accepted manuscript; they do not give exclusion rates or a trend. Searches for Scotland, temporary exclusions, and 2007 found no passage establishing whether the rate has consistently decreased since 2007. (LLM, conf=0.73)
Experimental — accuracy not yet measuredPermanent exclusion in Scotland has been all but eradicated, with one young person permanently excluded in 2022/23.
“Permanent exclusion in Scotland has been all but eradicated, with one young person permanently excluded in 2022/23”
From 'Alternative' education provision: a mapping and critique (2024) · cites this paper as Cole et al., 2019
The available copy contains bibliographic information and an accepted-manuscript link (Abstract; 1 Article), but no passage reporting Scottish permanent-exclusion figures. Searches for permanent exclusions in Scotland, “2022/23,” and “all but eradicated” found no support for the claim that one young person was permanently excluded in 2022/23. (LLM, conf=0.76)
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Research works printed but not linked: 50
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- 10.1080/0305498032000080675 · DOI
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- 10.1080/0266736000150402 · DOI
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- 10.1007/978-3-319-16889-0 · DOI
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- McCluskey, G., T. Cole, H. Daniels, I. Thompson, and A. Tawell. forthcoming. “Exclusion in School in the UK: Is Scotland Different?” British Journal of Educational Research.
- 10.4135/9781446219478 · DOI
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Cited by
Sorted by citations
'Alternative' education provision: a mapping and critique
Taylor, A., & McCluskey, G. (2024) · Oxford Review of Education · doi:10.1080/03054985.2024.2373067 · Cited by 7
“Exclusion figures in Scotland suggest that formal permanent exclusions have been all but eradicated in recent years, and temporary exclusions are consistently decreasing (Cole et al., 2019; Daniels et al., 2022; Duffy et al., 2021; Scottish Government, 2022c).”
Self-citation
Metadata
- Authors
- Cole, T., McCluskey, G., Daniels, H., Thompson, I., & Tawell, A.
- Affiliations
- University of Oxford (GB)
- University of Edinburgh (GB)
- Corresponding author
- Cole, Ted
- Venue
- Emotional and Behavioural Difficulties
- Publisher
- Informa UK Limited
- Published
- 2019-06-14
- Volume
- 24
- Issue
- 4
- Pages
- 374-390
- ISSN
- 1363-2752 (ISSN-L)
- 1741-2692
- OpenAlex
- W2951444347
- Cited by
- 35
- References
- 0
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 10 · 2023: 7 · 2022: 3 · 2021: 6 · 2020: 2 · 2019: 1
- FWCI
- 8.09
- Type
- journal article
- Language
- en
- Open access
- Licence
- other-oa
- Locations
- Emotional and Behavioural Difficulties (publishedVersion)
- Edinburgh Research Explorer (University of Edinburgh) (publishedVersion, other-oa)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Education › Inclusive Education and Diversity
- Keywords
- school exclusion, cross-national comparison, England, Scotland, Northern Ireland, Wales, local government powers, school accountability, special educational needs, school support services, student behavior
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