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Cited by 19Education Discipline and InequalityYouth Substance Use and School AttendanceEducational Assessment and Improvement

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What Counts as Evidence in the Understanding of School Exclusion in England?

Open access
Daniels, Harry, Porter, Jill, Thompson, Ian·2022·Frontiers in Education
DOI 10.3389/feduc.2022.929912
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Abstract

Exclusion from school can be regarded as a seemingly simple but in fact a rather complex intervention in response to the “wicked problem” of behavior in schools. This manuscript will discuss what counts as evidence that may used to inform policy and judgments on practices of exclusion. The role of evidence, and how this is measured, has long been an issue of contention in educational research. This is particularly true for research that focuses on educational inequality and inclusion or exclusion. In this manuscript we will discuss issues concerning evidence with respect to two aspects of exclusion in England. Firstly, we will focus on questions concerning the scale of the problem, examining both the statistical evidence of official exclusions and data concerning the myriad of ways in which children may experience other forms of exclusion. Taken together, this indicates an under-estimate of the numbers of young people missing an education. We then move to a consideration of the evaluation of means of reducing exclusion, arguing for a shift from an individual to a systemic in context account that recognizes the role of cultural transmission and cultural historical theory.

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  • Permanent 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 Daniels et al., 2022

    The Evidence Gaps That Persist Over Time section reports only three permanent exclusions in Scotland in 2018–19, supporting the characterization that they were very rare. It does not support the specific figure of one young person in 2022/23; the paper was published in 2022. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

  • A wide range of exclusionary practices other than formal exclusion impact children and young people's access to and experiences of education.

    “In addition, a wide range of exclusionary practices other than formal exclusion impact children and young people's access to and experiences of education (Daniels et al., 2022).”

    From 'Alternative' education provision: a mapping and critique (2024) · cites this paper as Daniels et al., 2022

  • 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 Daniels et al., 2022

    The Evidence Gaps That Persist Over Time section gives a 2018–2019 figure for permanent exclusions in Scotland, not a trend in temporary exclusions. Searches for Scotland’s temporary-exclusion rate and 2007 found no passage in our copy establishing the claimed consistent decrease. (LLM, conf=0.73)

    Experimental — accuracy not yet measured

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Metadata

Authors
Daniels, H., Porter, J., & Thompson, I.
Affiliations
University of Oxford (GB)
Corresponding author
Daniels, Harry
ORCID
Venue
Frontiers in Education
Publisher
Frontiers Media SA
Published
2022-06-16
Volume
7
ISSN
2504-284X (ISSN-L)
DOI
10.3389/feduc.2022.929912
OpenAlex
W4283019888
Cited by
19
References
1
Citations by year
2026: 2 · 2025: 5 · 2024: 7 · 2023: 3 · 2022: 2
FWCI
9.17
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Funders
  • Harvard University
  • University of Cambridge
  • University of Oxford
  • University of Reading
  • Medical Research Council
  • Economic and Social Research Council (ES/S015744/1)
Topics
  • Social Sciences › Education › Education Discipline and Inequality
  • Social Sciences › Education › Youth Substance Use and School Attendance
  • Social Sciences › Education › Educational Assessment and Improvement
Keywords
school exclusion, evidence-based policy, educational inequality, school behavior problems, cultural transmission, historical-cultural theory, England

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