By Professor Pamela Munn
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Additional resources for Alternatives to Exclusion from School
Yes - after pupil has been No. permanently excluded from two schools. Policy Matters 39 on exclusion (McPherson and Raab, 1988; Munn, 1997; Paterson, 1997). While national legislative frameworks provide the backdrop against which exclusion takes place, there is clearly a major role for local edu cation authorities in supporting and enabling schools to maintain pupils in mainstream schools. The publication of behaviour support plans 'to ensure that LEAs have coherent, comprehensive and well understood local arrangements for tackling pupils' behaviour and discipline problems that cover the full range of needs' (DfEE, 1 /98) is designed to encourage strategic thinking at local level and to model good practice in the development of plans.
The decision to change behaviour was prompted by a desire to please parents and/ or a recognition that school could offer positive experiences if approached with a different attitude. Each of these themes, and many other points made by the pupils and parents, are discussed further throughout this book. This chapter has focused on the personal experiences of exclusion of a small number of young people and their families. It is an attempt to go beyond statistics to convey something of the flavour of the stresses and strains which were part of the everyday lives of young people and their families.
2. 21 Days lost through exclusion per pupil, August 1994 Times excluded Primary school pupils N 182 Secondary school pupils N 2,491 = One day 2 days 3 days 4 days 5 days/a week 6 days to 2 weeks 11 days to 3 weeks 16 days to 6 weeks More than 6 weeks = 0/0 No. of pupils No. of pupils 7 16 27 5 13 14 6 8 3 13 29 50 10 23 26 12 14 5 - March 1995 4 8 25 8 12 21 7 9 6 108 202 613 205 295 526 183 218 141 flghtmg or assault disruptive behaviour failure to obey rules abuse or Insolence threatening behaviour vandalism bullying.
Alternatives to Exclusion from School by Professor Pamela Munn