Alternatives to Exclusion from School

Books

Pamela Munn, Gwynedd Lloyd & Mairi Ann Cullen

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Dedication

    To Margaret Johnstone, a good friend and colleague who contributed substantially to the research as a member of the team. The book is a belated present on her retirement.

    Copyright

    View Copyright Page

    Notes on the Authors

    Pamela Munn is Professor of Curriculum Research and Associate Dean (Postgraduate) in the Faculty of Education, University of Edinburgh. She has led major research studies on school discipline, exclusion and truancy. She has published widely in this area and has been associated with a number of developments aimed at helping schools share their experience of positive approaches to discipline. She is currently the director of the Scottish Schools Ethos Network and of the Anti-Bullying Network and has been a consultant to the Scottish Office on New Community Schools. She has recently returned to Edinburgh from a three month stay at the Graduate School of Education, University of Tokyo, where she was visiting Professor of Education.

    Gwynedd Lloyd is Senior Lecturer in the Department of Equity Studies and Special Education at the University of Edinburgh. She has researched, written about and worked with children in difficulty Recent publications have included articles on counselling skills in education, on the exclusion of Traveller pupils, on gender and emotional and behavioural difficulties and on inclusion and ADHD.

    Mairi Ann Cullen is a Senior Research Officer in the Department of Professional and Curriculum Studies at the National Foundation for Educational Research. She has worked on, and written about, a number of research projects relating to special educational needs, disaffection/disengagement and exclusion from school. Most recently, she has led research projects on alternative curriculum programmes for 14–16-year-olds in England and Wales and on the delivery of the curriculum to disengaged young people in Scotland. She has also worked in, and carried out research on, adult and community education.

    Introduction

    Exclusion from school is a major concern in the United Kingdom and ways of preventing it feature strongly in the Labour government's commitment to tackle social exclusion more generally. Exclusion from school can be permanent, the excluded pupil being refused readmission and having to seek alternative provision; or fixed term where readmission after a specific time is granted provided certain conditions are met; or informal where a pupil is sent home but no record of this is kept. Most research has focused on permanent exclusions, on mapping the characteristics of permanently excluded pupils and on the impact of exclusions on pupils and their families. Research has also highlighted the estimated financial costs of permanent exclusion.

    This book grew out of a research project, funded by the Scottish Office, to take a broader look at exclusion. The project was to map the extent of exclusions and gather information on excluded pupils but it was also to explore in-school alternatives to exclusion. This aspect of the work was conducted through case studies of ‘matched pairs’ of schools in terms of size and the socio-economic status of pupils attending, but different in their use of exclusion. A starting point of the book, then, was the wish to share findings on in-school alternatives to exclusion within and beyond Scotland.

    An important message of the book is that schools and teachers can make a difference to young people's emotional and social development as well as to their cognitive-intellectual development. They can improve pupils' self-esteem, can give confidence and can prevent learning problems becoming behaviour problems. For many children with difficulties in their families or communities, school can be a safe and supportive refuge. The importance of school to children who are being looked after out of their original families has often been stated, although equally the educational failure of such pupils is documented.

    It is important to make clear that children's personal and social development takes place through the everyday operation of the normal curriculum and, indeed, all children may find opportunities to explore difficult aspects of their lives through drama, art, free or structured play and through typical subjects on the timetable as well as through slots labelled personal and social development or specialist provision. School, however, is much more than the subjects on the timetable and a focus of the research was on the hidden curriculum or school ethos as a vehicle for preventing exclusion as well as on understanding particular in-school alternatives. School routines, values and practices send messages about who and what is valued and about the expectations of the kind of relationships that will exist between teachers and pupils. The importance of school ethos in creating a positive approach to school discipline is discussed in Chapter 4.

    The book is more than a report of the project in three ways. First, it goes beyond in-school alternatives to consider the effectiveness of out-of-school provision and to raise questions about how to conceptualise effectiveness. Secondly, it considers perspectives on exclusion from other countries, particularly the USA. Thirdly, it puts exclusion from school in the broader policy context of social exclusion and the so-called ‘Third Way’ of tackling social problems. This last issue is considered mainly in the concluding chapter. The intention is not to undervalue the connections between schooling on the one hand and social and economic structures and relationships on the other. Nor would we contest the needs of teachers to develop a ‘meta language’ to explain and describe what they do and why they do it. Nevertheless, it is of limited practical value to teachers to be continually reminded that there are severe social and economic structural constraints on their practice. Rather our approach has been to describe and explain alternatives to exclusion at the level of the day-to-day experience of teachers and pupils. This may be read as giving greater weight to the agency of individual schools than is warranted in Britain at the end of the twentieth century. Yet the examples of alternatives to exclusion come from real schools coping with the complicated and multi-faceted job of teaching. These schools are tackling exclusion in a context in which there is:

    • an increase in the psychosocial problems among young people (Rutter and Smith, 1995)
    • an increased rate of family breakdown through divorce and a rise in the number of single parent families
    • a widening gap between the poor and others (EIS, 1998; Poverty Alliance, 1998; Mortimore and Whitty, 1999)
    • a cultural response to alienating and alienated behaviour, which sees excluded pupils as culprits rather than victims (DfE, 1994; Blyth and Milner, 1994) or as having little entitlement to education (Lloyd-Smith, 1993; Abbots and Parsons, 1993)
    • challenge to traditional notions of masculine and feminine identity and behaviour (Weiner et al., 1997)
    • a government policy to promote a quasi-market in schooling. Such policies include parental choice of school, devolved school management, the publication of comparative school performance in league tables and targets for schools in terms of specific improvements in pupil attainments. These policies are seen as producing a general climate in which schools are reluctant to admit or maintain pupils who threaten their image or performance (Munn et al., 1998; Parsons, 1999).

    Although the nuances of the context vary in the different constituent parts of the United Kingdom, the context itself is sufficiently pervasive to affect the day-to-day reality of schooling across the land. The Scottish focus of the research should not detract from the potential applicability of its findings to schools in England, Wales and Northern Ireland.

    Chapter 1 begins with an account of the impact of exclusion on young people and their families using their voices to convey the reality of exclusion and its effects. Chapter 2 places these accounts in terms of statistics on exclusion and raises questions about what counts as a high or low excluding school. It provides answers to these questions with examples of different ways of measuring the exclusion rates of the schools involved in the Scottish research.

    Chapter 3 considers the policy context in which alternatives to exclusion operate. It describes English and Scottish legislation on exclusion and summarises the key differences between them. It highlights policy and practice dilemmas which schools face in trying to avoid excluding pupils.

    Chapter 4 draws extensively on the findings of our research to highlight four key aspects of school ethos which are seen as underpinning exclusion practice. These are teacher beliefs about the purpose of teaching and who counts as an acceptable pupil; the flexibility of the curriculum on offer; schools' relations with the ‘outside world’; and decision-making structures about exclusion. The chapter then outlines examples of strategies for developing a positive ethos, drawn from development work in Scotland, and concludes with a description of the Scottish Schools Ethos Network, a vehicle for encouraging school self-evaluation of ethos and promoting positive developments.

    Chapter 5 describes whole-school responses to challenging behaviour. These range from sanctions and the use of internal exclusion, to the positive role which on-site units and behaviour support staff can play. Examples of in-school alternatives in action are given, using findings from our research.

    Chapter 6 changes focus from whole-school level responses to responses focusing on the needs of individual pupils and their teachers. There is a discussion of the therapeutic continuum and of what non-specialist teachers can offer pupils in difficulty in terms of a therapeutic experience and counselling skills. Examples are given in this chapter of preventing exclusion through teaching pupils specific survival skills. It concludes by drawing attention to teachers' needs for support and supervision in these roles.

    Out-of-school provision for children in trouble is the focus of Chapter 7. There are still considerable numbers of pupils out of mainstream school and/or in special provision for those with social, emotional and behavioural difficulties. This chapter reviews the difficulties of conceptualising and measuring the effectiveness of such provision. It also summarises the arguments for and against the existence of alternative provision.

    Chapter 8 compares British policy and practice on exclusion with that of other countries with broadly similar education systems, particularly the USA. Britain has been prone to borrow policy and practices from the USA, especially in the field of special education. Comparisons are made in terms of rates of exclusion, concepts of inclusion and of characteristics of excluded pupils. A number of common themes and issues across countries are identified.

    Finally, Chapter 9 considers the broader policy context of social exclusion and asks what is realistic for schools to achieve in this context.

    There are two appendices. Appendix 1 summarises key features of the Scottish education system, for those English and other readers to whom it is unfamiliar; while Appendix 2 describes the Children's Hearing System, the welfare based approach to children in trouble.

    The book, of course, does not provide a recipe for tackling exclusion nor a recipe for change. Schools have individual histories, traditions and contexts which make it impractical to import ‘what works’ in one context unproblematically to another. Neither, however, does the book suggest that every school must find its own path to reducing exclusion in an uncharted landscape. It offers a number of key contour lines for schools to use in planning their journey to provide alternatives to exclusion. These range from a critical review of the school's ethos to the use of in-school units and bases, inter-agency working, working with parents and the employment of counselling skills by teachers. The aim is to provide starting points for schools to review their policy and practice by providing real examples of a number of alternatives to exclusion in action, and placing these alternatives in a wider policy context within the UK and internationally.

    Acknowledgements

    Many people have contributed to the ideas and evidence contained in this book. Our sincere thanks to all those who participated in the empirical phase of the research, especially to headteachers, teachers, educational psychologists, social workers and education authority officials. All took part very willingly, sparing time to be interviewed and completing lengthy questionnaires. The work of the research team benefited greatly from the constructive advice and support of an advisory committee, chaired by Bob McKay, Director of Education, Perth and Kinross Council. The committee met regularly over the two and a half years of the project and provided help at key stages. Colleagues in the Faculty of Education encouraged us, criticised some of our ideas and generally provided a supportive environment in which to develop our thinking. Lesley Scullion typed successive drafts with her customary efficiency and good humour. Our respective husbands and children tolerated the disruption to family and social life which writing a book necessarily entails. Marianne Lagrange at Sage provided the right amount of friendly encouragement as we began to fall behind our original timetable. We appreciate her tolerance and support. We are also grateful to the Scottish Office for funding a series of research projects on indiscipline in school which has permitted us to undertake a larger scale of empirical work than would otherwise have been possible.

    Finally, the book owes a great deal to the young people and their parents who had experienced exclusion and were prepared to talk about it and the impact it had on their lives. Some interviews meant the reliving of painful experiences for them as they recounted the other stresses and strains to which exclusion was added. The words of Wayne T* sum up the reasons most were willing to take part:

    Well, see when [my teacher] asked me if I wanted to do this and she said what it was about and she said it would make a difference and all that, I said, ‘Aye, definitely’. If I knew it was just that nothing would be getting done about it, I wouldn't have bothered, but because it's getting all recorded, I don't mind talking.

    We hope this book contributes to making a difference to exclusion policy and practice.

    * All names of pupils, parents and schools are fictitious to protect their identity.

  • References

    Abbotts, P. and Parsons, C. (1993) Children's rights and exclusion from primary school, Therapeutic Care and Education, Vol. 2, no. 2, pp. 416–421.
    Ainscow, M. and Haile-Giorgis, M. (1998) Educational arrangements for children categorised as having special needs in Central and Eastern Europe, European Journal of Special Needs Education, Vol. 14, no. 2, pp. 103–121. http://dx.doi.org/10.1080/0885625990140201
    Allan, J., Brown, S. and Riddell, S. (1995) Special Educational Needs Provision in Mainstream and Special Schools in Scotland, University of Stirling.
    Althusser, L. (1971) Ideology and ideological state apparatus, in L.Althusser, Lenin, Philosophy and Other Essays, New Left Books, London.
    Anderson, V. and Merrett, F. (1997) The use of correspondence training in improving the in-class behaviour of very troublesome secondary school children, Educational Psychology, Vol. 17, no. 3, pp. 313–328. http://dx.doi.org/10.1080/0144341970170306
    Armstrong, D. and Galloway, D. (1994) Special educational needs and problem behaviour, making policy in the classroom, in S.Riddell and S.Brown (eds.) Special Educational Needs Policy in the 90's, Routledge, London.
    Ashford, P. (1994) Who is excluded from school? Does family status have an influence, Pastoral Care in Education, Vol. 12, no. 4, pp. 10–11. http://dx.doi.org/10.1080/02643949409470891
    Asquith, S. and Samuels, E. (1994) Criminal Justice and Related Services for Young Adult Offenders, HMSO, Edinburgh.
    Audit Commission (1996) Misspent Youth, Young People and Crime, Audit Commission, London.
    Ayers, H., Clarke, D. and Murray, A. (1995) Perspectives on Behaviour, A Practical Guide to Effective Interventions for Teachers, David Fulton, London.
    Bailey, J. (1998) Australia: inclusion through categorisation? in T.Booth and M.Ainscow, From Them to Us, Routledge, London.
    Barber, M. (1996) The Learning Game, Arguments for an Education Revolution, Victor Gollancz, London.
    Baron, S., Field, J. and Schuller, T. (eds.) (forthcoming) Social Capital: Social Theory and the Third Way, Oxford University Press.
    Barr, J. (1994) Policy frameworks and policy planning, in Schooling with Care?, Scottish Council for Research in Education, Edinburgh.
    Barrow, G. (1995) Behaviour support – moving towards an eco-systemic model, Therapeutic Care and Education, Vol. 4, no. 2, pp. 48–53.
    Barrow, G. (1996) A survey of behaviour support services, Emotional and Behavioural Difficulties, Vol. 1, no. 2, pp. 31–34. http://dx.doi.org/10.1080/13632759608550198
    Baskind, S. and Thompson, D. (1995) Using assistants to support the educational needs of pupils with learning difficulties, the sublime or the ridiculous, Educational and Child Psychology, Vol. 12, no. 2, pp. 46–57.
    Bennathan, M. and Boxall, M. (1996) Effective Interventions in Primary Schools, Nurture Groups, David Fulton, London.
    Bernstein, B. (1977) Aspects of the relations between education and production, in Class, Codes and Control (Vol. 3), Routledge and Kegan Paul, London.
    Blatchford, P. and Sumpner, C. (1998) What do we know about breaktime? Results from a national survey of breaktime and lunchtime in primary and secondary schools, British Educational Journal, Vol. 24, no. 1, pp. 79–94. http://dx.doi.org/10.1080/0141192980240106
    Blyth, E. and Milner, J. (1994) Exclusion from school and victim-blaming, Oxford Review of Education, Vol. 20, no. 3, pp. 293–306. http://dx.doi.org/10.1080/0305498940200303
    Bond, T. (l986) Games for Life and Social Skills, Hutcheson, London.
    Bond, T. (1993) Standards and Ethics for Counselling in Action, Sage, London.
    Booth, (1996) Stories of exclusion, natural and unnatural exclusion, in E.Blyth, and J.Milner (eds.) Exclusion from School; Interprofessional Issues for Policy and Practice, Routledge, London. http://dx.doi.org/10.4324/9780203435694
    Booth, T. and Ainscow, M. (1998) From Them to Us. An International Study of Inclusion in Education, Routledge, London.
    Bosker, R. J. and Sheerens, J. (1994) Alternative models of school effectiveness put to the test, in R. J.Bosker, B. P. M.Creemers and J.Scheerens (eds.) Conceptual and Methodological Advances in Educational Effective Research, Special issue of International Journal of Educational Research, Vol. 2, no. 2, pp. 159–180.
    Boulton, M. (1993a) Children's abilities to distinguish between playful and aggressive fighting. A developmental perspective, British Journal of Developmental Psychology, Vol. 11, pp. 249–263. http://dx.doi.org/10.1111/j.2044-835X.1993.tb00601.x
    Boulton, M. (1993b) A comparison of adults' and children's abilities to distinguish between aggressive and playful fighting in middle school pupils. Implications for playground supervision and behaviour management, Educational Studies, Vol. 19, no. 2, pp. 193–203. http://dx.doi.org/10.1080/0305569930190204
    Bourdieu, P. (1986) The forms of capital, reprinted in A. H.Halsey, H.Lauder, P.Brown and A. StuartWells (1997) Education: Culture, Economy, Society, Oxford University Press.
    Bourdieu, P. and Passeron, J. C. (1977) Reproduction in Education, Society and Culture, Sage, London.
    Bowles, S. and Gintis, H. (1976) Schooling in Capitalist America, Routledge and Kegan Paul, London.
    Brandes, D. (1982) Gamesters Handbook, Hutcheson, London.
    Bridgeland, M. (1971) Pioneer Work with Maladjusted Children, Staples, London.
    British Association for Counselling (1999) Code of Ethics and Practice, BAC, Rugby.
    Brodie, I. (1998) Exclusions from School (Highlight series, no. 161), National Children's Bureau, London.
    Brodie, I. and BerridgeD. (undated) School Exclusion, Report on a Research Seminar, University of London.
    Bryce, T. and Humes, W. (1999) Scottish Education, Edinburgh University Press, Edinburgh.
    Bullock, R., Little, M. and Millham, S. (1994) Children's return from state care to school, Oxford Review of Education, Vol. 20, no. 3, pp. 307–316. http://dx.doi.org/10.1080/0305498940200304
    Canter, L. and Canter, M. (1992) Assertive Discipline, Lee Canter Associates, Santa Monica.
    Caprara, G. V. and Rutter, M. (1995) Individual development and social change, in M.Rutter and D.Smith (eds.) Psychosocial Disorders in Young People, Time, Trends and their Causes, Wiley, London.
    Charlton, T. and David, K. (1993) Managing Misbehaviour in Schools,
    2nd edition
    , Routledge, London.
    Children (Scotland) Act (1995).
    Children Act (1989).
    Chisholm, S. (1987) Alternative provision for disruptive pupils in rural areas, in Alternative Approaches to Children with Behavioural Difficulties, SED, Edinburgh.
    Clark, C., Dyson, A., Millward, A. and Skidmore, D. (1995) Towards Inclusive Schools, David Fulton, London.
    Clark, C., Dyson, A., Millward, A., and Robson, S. (1999) Theories of inclusion, theories of schools, deconstructing and reconstructing the ‘inclusive school’, British Educational Research Journal, Vol. 25, no. 2, pp. 157–177. http://dx.doi.org/10.1080/0141192990250203
    Clark, M. M. and Munn, P. (1997) Education in Scotland: Policy and Practice from Preschool to Secondary, Routledge, London.
    Closs, A. (1996) Katya's kids: Teaching Romany children in Prague, Multicultural Teaching, Vol. 14, no. 3, pp. 31–35.
    Closs, A. (1997) Special educational provision, in M. M.Clark and P.Munn (eds.) Education in Scotland, Policy and Practice from Pre-school to Secondary, Routledge, London.
    Cohen, R. and Hughes, M. with Ashworth, L. and Blair, M. (1994) School's Out, The Family Perspective on School Exclusion, Barnardo's and Family Service Unit, London.
    Cole, T. and Visser, J. (1998) How should the effectiveness of schools for pupils with EBD be assessed?Emotional and Behavioural Difficulties, Vol. 3, no. 1, pp. 37–43. http://dx.doi.org/10.1080/1363275980030107
    Cole, T., Visser, J. and Upton, G. (1998) Effective Schooling for Pupils with Emotional and Behavioural Difficulties, David Fulton, London.
    Coleman, J. (1988) Social capital in the creation of human capital, reprinted in A. H.Halsey, H.Lauder, P.Brown and A. StuartWells (1997) Education: Culture, Economy, Society, Oxford University Press.
    Commission for Racial Equality (1996) Exclusion From School – The Public Cost, CRE, London.
    Cooper, P. (1993) Effective Schools for Disaffected Students: Integration and Segregation, Routledge, London. http://dx.doi.org/10.4324/9780203315095
    Cooper, P. (1999a) Changing perceptions of emotional and behavioural difficulties, maladjusted, EBD and beyond, Emotional and Behavioural Difficulties, Vol. 4, no. 1, pp. 3–11. http://dx.doi.org/10.1080/1363275990040102
    Cooper, P. (1999b) (ed.) Understanding and Supporting Children with Emotional and Behavioural Difficulties, Jessica Kingsley, London.
    Cooper, P. and Upton, G. (1991) Controlling the urge to control: An ecosystemic approach to problem behaviour in schools, Support for Learning, Vol. 6, no. 1, pp. 22–26. http://dx.doi.org/10.1111/j.1467-9604.1991.tb00201.x
    Cooper, P., Smith, C., and Upton, G. (1996) Emotional and Behavioural Difficulties – Theory to Practice, Routledge, London.
    Cowie, H. and Pecherek, A (1994) Counselling, Approaches and Issues in Education, David Fulton, London.
    Cowie, H. and Sharp, S. (1998) Counselling and Supporting Children in Distress, Sage, London. http://dx.doi.org/10.4135/9781446217757
    Craig, P. C. (1995) Exploring pupils' perceptions of their experience in secure accommodation, in M.Lloyd-Smith and J. DwyforDavies, On the Margins: The Educational Experiences of ‘Problem’ Pupils, Trentham, Stoke.
    Cullen, M. A., Fletcher-Campbell, F., Bowen, E., Osgood, J. and Kelleher, S. (forthcoming) Letting Talents Shine: Guidance on Using Alternative Curriculum Programmes at Key Stage 4. NFER, Slough.
    Cullen, M. A. and Lloyd, G. (1997) Alternative Educational Provision for Excluded Pupils: A Literature Review, Moray House, Edinburgh.
    Cullen, M. A., Johnstone, M., Lloyd, G. and Munn, P. (1996) Exclusion from School and Alternatives, Three Reports to the Scottish Office, Moray House, Edinburgh.
    Cullingford, C. and Morrison, J. (1996). Who excludes whom? The personal experience of exclusion, in E.Blyth and J.Milner (eds.) Exclusion from School: Inter-professional Issues for Policy and Practice, Routledge, London and New York.
    Curry, M. and Bromfield, C. (1994) Circle Time, NASEN, Stafford.
    de Pear, S. and Garner, P. (1996) Tales from the exclusion zone: The views of teachers and pupils, in E.Blyth and J.Milner (eds.) Exclusion from School: Interprofessional Issues for Policy and Practice, Routledge, London and New York.
    De Shazer, S. (1991) Putting Difference to Work, Norton, New York.
    Dearing, R (1996) Review of Qualifications for 16–19-Year-Olds: Full report, SCAA, Hayes.
    Department for Education (1994) The Education of Pupils with Emotional and Behavioural Difficulties, Circular 9/94, DFE, London.
    Department for Education and Employment (1998) LEA Behaviour Support Plans, Circular 1/98, DfEE, London.
    Department for Education and Employment (1999) Social Inclusion, Pupil Support, Circular No 10/99, DfEE, London.
    Department of Education and Science (1989) Discipline in Schools, The Elton Report, HMSO, London.
    Dwivedi, K. N. (1993) Group Work with Children and Adolescents: A Handbook, Jessica Kingsley, London.
    Dyson, A. (1997) Social and educational disadvantage, reconnecting special needs education, British Journal of Special Needs Education, Vol. 14, no. 4, pp. 152–157.
    Education (No 2) Act (1986).
    Education Act (1997).
    Educational Institute for Scotland (1998) Education and Poverty, EIS, Edinburgh.
    Egan, G. (1994) The Skilled Helper, Brooks/Cole, Pacific Grove CA.
    Eurydice (1999) Papers provided by the Eurydice Unit for England, Wales and Northern Ireland, NFER, Slough.
    Farrell, K. and Tsakalidou, K. (1999) Recent trends in the re-integration of pupils with emotional and behavioural difficulties in the United Kingdom, Research report, University of Manchester.
    Farrington, D. (1995) The challenge of teenage anti-social behaviour, in M.Rutter (ed.) Psychosocial Disturbances in Young People, University of Cambridge.
    Federal Register (1999) Department of Education: Rules and Regulations, Vol. 64, no. 48, US Government Publication, Washington.
    Felsleitner, R (1999) Inspectionsbezirk. Sonderpädagogische Zentren for integrative Betreung, Stadschulrat, Wien.
    Ferguson, R., Lloyd, G. and Reid, G. (1997) Attention Deficit and Hyperactivity Disorder: A Literature Review, Moray House Publications, Edinburgh.
    Fielding, M. (1999) Communities of learners, in B.O'Hagan (ed.) Modern Educational Myths, Kogan Page, London.
    Fletcher Campbell, F. and Hall, C. (1991) Changing Schools, Changing People, NFER Nelson, Slough.
    G.B.Statutes (1998) The Education (National Curriculum) (Exceptions at Key Stage 4) Regulations 1998, Statutory Instruments, no. 2021, Education, England and Wales, The Stationery Office, London.
    Gable, R A., Sugai, G., Lewis, T., Nelson, J. R., Cheney, D., Safran, S. P. and Safran, J. S. (1998) Individual and Systemic Approaches to Collaboration and Consultation on Behalf of Students with Emotional/Behavioural Disorders, Council for Children with Behavioural Disorders, Reston, VA.
    Galloway, D., Armstrong, D. and Tomlinson, S. (1994) The Assessment of Special Educational Needs: Whose Problem, Longman, London.
    Gamarnikov, E. and Green, A. (1999) Developing social capital, dilemmas, possibilities and limitations in education, in A.Hayton (ed.) Tackling Disaffection and Social Exclusion, Kogan Page, London.
    Gamoran, A., Nystrand, M., Berends, M. and Lepore, P. C. (1995) An organisational analysis of the effects of ability grouping, American Educational Research Journal, Vol. 32, no. 5, pp. 687–715.
    Garner, P. (1992) Involving ‘disruptive’ students in school discipline structures, Pastoral Care in Education, Vol. 10, no. 3, pp. 13–19. http://dx.doi.org/10.1080/02643949209470802
    Garner, P. (1995) Schools by scoundrels, the views of ‘disruptive’ pupils in mainstream schools in England and the USA, in M. LloydSmith and J. DwyforDavies, On the Margins. The Educational Experience of ‘Problem’ Pupils, Trentham, Stoke.
    Geldard, K. and Geldard, D. (1997) Counselling Children, Sage, London.
    Geldard, K. and Geldard, D. (1999) Counselling Adolescents: The Proactive Approach, Sage, London.
    Gilborn, D. (1998) Exclusion from school, an overview of the issues, in New Policy Institute (ed.) Second Chances, Exclusion from School and Equality of Opportunity, New Policy Institute, London.
    Glennerster, H. (1998) Tackling poverty at its roots? Education, in C.Oppenheim (ed.) An Inclusive Society, Strategies for Tackling Poverty, Institute for Public Policy Research, London.
    Goleman, D. (1996) Emotional Intelligence, Bloomsbury, London.
    Gray, P. and Noakes, J. (1993) Reintegration of children with challenging behaviours into the mainstream school community, in A.Miller and D.Lane (eds.) Silent Conspiracies, Scandals and Success in the Care and Education of Vulnerable Young People, Trentham, Stoke.
    Gray, P., Miller, A. and Noakes, J. (eds.) (1994) Challenging Behaviour in Schools, Routledge, London.
    Grimshaw, R. and BerridgeD (1994) Educating Disruptive Children, Placement and Process in Residential Special Schools for Pupils with Emotional and Behavioural Difficulties, National Children's Bureau, London.
    Hallett, C. and Hazel, N. (1998) The Evaluation of Children's Hearings in Scotland. The International Context: Trends in Juvenile Justice and Child Welfare, Scottish Office Research Unit, Edinburgh.
    Hallett, C. and Murray, C. with Jamieson, H. and Veitch, B. (1998) The Evaluation of Children's Hearings in Scotland. Deciding in Children's Interests, The Scottish Office, Edinburgh.
    Halsey, A (1972) Educational Priority, EPA Problems and Policies, Vol. 1, HMSO, London.
    Halsey, A. H., Lauder, H., Brown, P. and Wells, A. S. (1997) Education: Culture, Economy, Society, Oxford University Press.
    Hargreaves, A. (1980) Synthesis and the study of strategies: a project for the sociological imagination, in P.Woods (ed.) Pupil Strategies: Explorations in the Sociology of the Secondary School, Croom Helm, London.
    Hargreaves, D. H., Hester, J. K. and Mellor, F. J. (1975) Deviance in Classrooms, Routledge and Kegan Paul, London.
    Hayden, C. (1997) Children Excluded from School, Debates, Evidence, Responses, Open University Press, Buckingham and Philadelphia.
    Hill, M., Trisiliotis, J. and Borland, M. (1995) Social work services for young people, in M.Hill, R. HawthorneKirk, and D.Part (eds.) Supporting Families, HMSO, Edinburgh.
    HMI (1990) Choosing with Care: A Report on the Provision for Pupils with Behavioural, Emotional and Social Difficulties, Scottish Office Education Department, Edinburgh.
    HMI (1996) Standards and Quality in Scottish Schools 1992–95, Scottish Office, Edinburgh.
    HMSO (1991) Children in the Public Care: A Review of Residential Care, The Utting Report, HMSO, London.
    Hodgson, A. and Spours, K. (1999) New Labour's Educational Agenda, Issues and Policies for Education and Training from 14+, London, Kogan Page.
    Holland, P. and Homerton, P. (1994) Balancing school and individual approaches, in P.Gray, A.Miller, and J.Noakes (eds.) Challenging Behaviour in Schools: Teacher Support, Practical Techniques and Policy Development, Routledge, London.
    Hopmann, S. and Konzuli, R. (1997) Close our schools! Against trends in policymaking, educational theory and curriculum studies, Journal of Curriculum Studies, Vol. 29, no. 3, pp. 259–266. http://dx.doi.org/10.1080/002202797184035
    Imich, A. (1994) Exclusions from school, current trends and issues, Educational Research, Vol. 36, no. 1, pp. 3–11. http://dx.doi.org/10.1080/0013188940360101
    Jackson, S. (1987) The Education of Children in Care, University of Bristol.
    John, P. (1996) Damaged Goods? An interpretation of excluded pupils' perceptions of schooling, in E.Blyth and J.Milner (eds.) Exclusion from School: Interprofessional Issues for Policy and Practice, Routledge, London and New York.
    John, P. D. and Osborn, A. (1992) The influence of school ethos on pupils' citizenship attitudes, Educational Review, Vol. 44, no. 2, pp. 153–165. http://dx.doi.org/10.1080/0013191920440204
    Johnstone, M. and Munn, P. (1997) Primary and Secondary Teachers' Perceptions of Indiscipline, Confidential Report to the Educational Institute of Scotland, Moray House Publications, Edinburgh.
    Jones, N. and Jones, E. (eds.) (1992) Learning to Behave, Kogan Page, London.
    Kahan, B. (1994) Growing Up In Groups, HMSO, London.
    Kendrick, A. (1995) The integration of child care services in Scotland, Children and Youth Services Review, Vol. 17, no. 5/6, pp. 619–635. http://dx.doi.org/10.1016/0190-7409%2895%2900042-B
    Kinder, K. and Wilkin, A. (1998) With All Respect, Reviewing Disaffection Strategies, NFER, Slough.
    Kinder, K., Harland, J., Wilkin, A. and Wakefield, A. (1995) Three to Remember, Strategies for Disaffected Pupils, NFER, Slough.
    Kinder, K., Kendall, S., Downing, D., Atkinson, M. and Hogarth, S. (1999a) Nil Exclusion? Policy and Practice, Slough, NFER.
    Kinder, K., Kendall, S., Halsey, K., Atkinson, M. (1999b) Disaffection Talks. A Report for the Merseyside Learning Partnership Inter Agency Development Programme, NFER, Slough.
    Kinder, K., Wilkin, A., Wakefield, D. A. (1997) Exclusion: Who Needs It?NFER, Slough.
    Knapp, M. and Fenyo, A. (1994) The Cost and Cost Effectiveness of Intermediate Treatment, Report to the Department of Health, Personal Social Services Department, University of Kent.
    Lane, D. (1994) Supporting effective responses to challenging behaviour: from theory to practice, in P.Gray, A.Miller and J.Noakes (eds.) Challenging Behaviour in Schools, Routledge, London.
    Lang, P. (1999) Counselling, counselling skills and encouraging pupils to talk: Clarifying and addressing confusion, British Journal of Guidance and Counselling, Vol. 27, no. 1, pp. 23–33. http://dx.doi.org/10.1080/03069889908259713
    Langford, P., Lovegrove, H. and Lovegrove, M. (1994) Do senior secondary school students possess the moral maturity to negotiate class rules?Journal of Moral Education, Vol. 23, no. 4, pp. 387–407. http://dx.doi.org/10.1080/0305724940230402
    Lawrence, B. and Hayden, C. (1997) Primary school exclusions, Educational Research and Evaluation, Vol. 3, no. 1, pp. 54–77. http://dx.doi.org/10.1080/1380361970030102
    Layzell, P. (1995) A case study of a parental involvement scheme, Therapeutic Care and Education, Vol. 4, no. 2, pp. 30–35.
    Lee, B. and Mawson, C. (1998) Survey of Classroom Assistants, NFER, Slough.
    Leney, T. (1999) European approaches to social exclusion, in A.Hayton (ed.) Tackling Disaffection and Social Exclusion, Kogan Page, London.
    Levin, H. M. and Kelley, C. (1994) Can education do it alone?, reprinted in A. H.Halsey, H.Lauder, P.Brown and A. StuartWells (1997) Education: Culture, Economy, Society, Oxford University Press.
    Lipsky, D. K. and Gartner, A. (1997) Inclusion and School Reform, Transforming America's Classrooms, Paul H. Brookes, Baltimore.
    Littlewood, P. (1996) Secure units, in S.Asquith, Children and Young People in Conflict with the Law, Jessica Kingsley, London.
    Lloyd, G. (ed.) (1992) Chosen with Care? Responding to Disruptive and Disturbing Behaviour, Moray House Publications, Edinburgh.
    Lloyd, G. (1997) Can the law support children's rights in schools in Scotland and prevent the development of a climate of blame?Pastoral Care in Education, September, pp. 13–16. http://dx.doi.org/10.1111/1468-0122.00060
    Lloyd, G. (1999a) Ethical and supervision issues in the use of counselling and other helping skills with children and young people in school, Pastoral Care, Vol. 17, no. 3, pp. 25–30. http://dx.doi.org/10.1111/1468-0122.00133
    Lloyd, G. (1999b) Gender and exclusion from school, in J.Salisbury and S.Riddell, Gender, Policy and Educational Change, Routledge, London.
    Lloyd, G. and Norris, C. (1999) Including ADHD?, Disability and Society, Vol. 14. http://dx.doi.org/10.1080/09687599926091
    Lloyd, G. and O'ReganA. (1999) Education for social exclusion? Issues to do with the effectiveness of educational provision for young women with ‘social, emotional and behavioural difficulties’, Emotional and Behavioural Difficulties, Vol. 4, no. 2, pp. 38–46. http://dx.doi.org/10.1080/1363275990040206
    Lloyd, G. and Padfield, P. (1996) Reintegration into mainstream. ‘Gi'e us peace!’British Journal Of Special Education, Vol. 23, no. 4, pp. 180–186. http://dx.doi.org/10.1111/j.1467-8578.1996.tb00973.x
    Lloyd, G., Stead, J., Jordan, E. and Norris, C. (1999) Teachers and Gypsy Travellers, Scottish Educational Review, Vol. 31, no. 1, pp. 48–65.
    Lloyd-Smith, M. (1993) Problem behaviour, Exclusions and the Policy Vacuum, Pastoral care: Vol 11, no. 4, pp. 19–24.
    Lloyd-Smith, M. and Dwyfor Davies, J. (eds.) (1995) On the Margins: The Educational Experiences of ‘Problem’ Pupils, Trentham, Stoke.
    Lothian Regional Council (1989) Report of the Working Group on Secondary Age Children with Social Emotional and Behavioural Difficulties, Edinburgh.
    MacDonald, B. (1989) Murder in the Playground (Burnage Enquiry), Longsight Press, London.
    MacIvor, I. and Martin, R. (1987) Alternative approaches to pupils with behavioural/emotional problems, in SED, Alternative Approaches to Children with Behavioural Difficulties, SED, Edinburgh.
    MacPhee, H. (1992) Assessment – what is the problem? in G.Lloyd (ed.) Chosen with Care? Responses to Disturbing and Disruptive Behaviour, Moray House Publications, Edinburgh.
    Maines, B. and Robinson, G. (1995) Assertive discipline – no wheels on your wagon – a reply to Swinson and Melling, Educational Psychology in Practice, Vol. 11, no. 3, pp. 9–11. http://dx.doi.org/10.1080/0266736950110302
    Mallon, B. (1998) Helping Children Manage Loss, Positive Strategies for Renewal and Growth, Jessica Kingsley, London.
    Maxwell, W. S. (1995) Effective Provision for Pupils with Social, Emotional and Behavioural Difficulties, Conference Paper, Scottish Support for Learning Association, 13 May, Orkney.
    MBI (1999) Montana Behavioural Initiative Information Leaflet, State of Montana.
    McGuire, J. (1997) Psycho-social approaches to the understanding and reduction of violence in young people, in V.Varma, Violence in Children and Adolescents, Jessica Kingsley, London.
    McKay, B. (1994) Inter-agency approaches, in P.Munn (ed.) Schooling with Care, Scottish Council for Research in Education, Edinburgh.
    McLaughlin, C. (1999) Counselling in schools: looking back and looking forward, British Journal of Guidance and Counselling, Vol. 27, no. 1, pp. 13–22. http://dx.doi.org/10.1080/03069889908259712
    McLean, A. and Brown, J. (1992) Developing a school support service for children with social, emotional and behavioural difficulties, in G.Lloyd (ed.) Chosen with Care? Responding to Disruptive and Disturbing Behaviour, Moray House Publications, Edinburgh.
    McNeill, B. (1996) Behaviour support in a mainstream school, Support for Learning, Vol. 11, no. 4, pp. 181–184. http://dx.doi.org/10.1111/j.1467-9604.1996.tb00257.x
    McPherson, A. and Raab, C. (1998) Governing Education, Edinburgh University Press.
    Mellor, A. (1999) Victims of bullying, in H.Kemshall and J.Prichard (eds.) Good Practice in Working with Victims of Violence, Jessica Kingsley, London.
    Merrett, F. and Merrett, F. (1992) Classroom management for project work: an application of correspondence training, Educational Studies, Vol. 18, no. 1, pp. 3–10. http://dx.doi.org/10.1080/0305569920180101
    Miller, A. (1994) Mainstream teachers talking about successful behaviour support, in P.Gray, A.Miller and J.Noakes (eds.) Challenging Behaviour in Schools, Routledge, London.
    Mills, C. W. (1959) The Sociological Imagination, Penguin, Harmondsworth.
    Mitchell, L. (1996) The effects of waiting time on excluded children, in E.Blyth and J.Milner (eds.) Exclusion from School; Inter-Professional Issues for Policy and Practice, Routledge, London.
    Mortimore, P. and Whitty, G. (1999) School improvement: a remedy for social exclusion? in A.Hayton (ed.) Tackling Disaffection and Social Exclusion, Kogan Page, London.
    Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1988) School Matters, The Junior Years, Paul Chapman, London.
    Mosley, J. (1999) More Quality Circle Time, LDA, Wisbech.
    Munn, P. (1994) The role of the learning support teacher in Scottish primary and secondary classrooms, in S.Riddell and S.Brown, Special Educational Needs Policy in the 1990s. Warnock in the Market Place, Routledge, London.
    Munn, P. (1997) Devolved management of schools, in M. M.Clark and P.Munn (eds.) Education in Scotland, Policy and Practice from Pre-school to Secondary, Routledge, London.
    Munn, P. (1999a) The darker side of pupil culture, in J.Prosser (ed.) School Culture, Paul Chapman, London.
    Munn, P. (ed.) (1999b) Promoting Positive Discipline in Scottish Schools, Whole School Approaches to Tackling Low Level Disruption, Faculty of Education, Edinburgh.
    Munn, P. and Lloyd, G. (forthcoming) Indiscipline in Schools: A Review of Extent, ‘Causes’ and ‘Cures’, Scottish Council for Research in Education, Edinburgh.
    Munn, P., Johnstone, M. and Chalmers, V. (1992a) Effective Discipline in Secondary Schools and Classrooms, Paul Chapman, London.
    Munn, P., Johnstone, M. and Chalmers, V. (1992b) Effective Discipline in Primary Schools and Classrooms, Paul Chapman, London.
    Munn, P., Johnstone, M. and Sharp, S. (1998) Is indiscipline getting worse? Scottish teachers' perceptions of indiscipline in 1990 and 1996, Scottish Educational Review, Vol. 30, no. 2, pp. 157–172.
    Munn, P., Cullen, M. A., Johnstone, M. and Lloyd, G. (1997) Exclusion from School and In-School Alternatives, Interchange 47, Scottish Office, Edinburgh.
    Munn, P., Cullen, M. A., Johnstone, M. and Lloyd, G. (2000) Exclusion from school. A view from Scotland of some policy and practice dilemmas, Scottish Affairs, no. 2.
    National Commission on Education (1996) Success Against The Odds: Effective Schools in Disadvantaged Areas, Routledge, London.
    Newsom (1963) Half our Future, Report for the Ministry of Education, London, HMSO.
    Normington, J. (1992) Return to school from an assessment centre, in G.Vulliamy and R.Webb (eds.) Teacher Research and Special Educational Needs, David Fulton, London.
    Normington, J. and Kyriacou, C. (1994) Exclusion from high schools and the work of the outside agencies involved, Pastoral Care in Education, Vol. 12, no. 4, pp. 12–15. http://dx.doi.org/10.1080/02643949409470892
    Norwich, B. (1997) A Trend Towards Inclusion, Statistics on Special School Placements and Pupils with Statements in Ordinary Schools, England 1992–96, Centre for Studies on Inclusive Education, London.
    O'Rourke, K. and Worzbyt, J. (1996) Support Groups for Children, Taylor and Francis, London.
    Ofsted (1993) Education for Disaffected Pupils 1990–92, DfE, London.
    Ofsted (1995) Pupil Referral Units: The First Twelve Inspections, A Report from the Office of Her Majesty's Chief Inspector of Schools, DfE, London.
    Ofsted (1996) The Education of Travelling Pupils, DfE, London.
    Osler, A. and Hill, J. (1999) Exclusion from school and racial equality: an examination of government proposals in the light of recent research evidence, Cambridge Journal of Education, Vol. 29, no. 1, pp. 33–62. http://dx.doi.org/10.1080/0305764990290104
    Parsons, C. (1996a) Permanent exclusions from school in England, trends, causes and responses, Children and Society, Vol. 10, pp. 177–186. http://dx.doi.org/10.1002/%28SICI%291099-0860%28199609%2910:3%3C177::AID-CHI29%3E3.0.CO;2-W
    Parsons, C. (1996b) The cost of primary school exclusions, in E.Blyth and J.Milner (eds.) Exclusion from School: Inter-professional Issues for Policy and Practice, Routledge, London.
    Parsons, C. (1999) Education, Exclusion and Citizenship, Routledge, London. http://dx.doi.org/10.4324/9780203267035
    Parsons, C., Benns, L., Hailes, J. and Howlett, K. (1994) Excluding Primary School Children, Family Policy Studies Centre and Joseph Rowntree, London.
    Parsons, C., Hailes, J., Howlett, K., Davies, A., Driscoll, P. and Ross, L. (1995) National Survey of Local Education Authorities' Policies and Procedures for the Identification of, and Provision for, Children Who are Out of School by Reasons of Exclusion or Otherwise, DfEE, London.
    Paterson, L. (1997) Policy making in Scottish education: a case of pragmatic nationalism, in M. M.Clark and P.Munn (eds.) Education in Scotland, Policy and Practice from Pre-school to Secondary, Routledge, London.
    Pellegrini, A. D. and Smith, P. K. (1993) School recess, implications for education and development, Review of Educational Research, Vol. 63, pp. 51–67.
    Petrie, M. and Shaw, M. (1998) The disability movement and the struggle for inclusion, in J.Crowther, I.Martin and M.Shaw (eds.) Popular Education and Social Movements in Scotland Today, National Institute for Adult and Continuing Education, Leicester.
    Pijl, S. J. and Meijer, C. J. W. (1991) Does integration count for much? An analysis of the process of integration in eight countries, European Journal of Special Needs Education, Vol. 3, no. 2, pp. 63–73.
    Portes, A. (1998) Social capital: its origins and applications in modern sociology, Annual Review of Sociology, Vol. 24, pp. 1–24. http://dx.doi.org/10.1146/annurev.soc.24.1.1
    Poverty Alliance (1998) Social Inclusion in Scotland. A Framework for Development, A response to the Scottish Office Consultation Paper ‘Social Exclusion in Scotland’, Poverty Alliance, Glasgow.
    Priestley, P. H. (1987) The future of residential schools for the maladjusted, Maladjustment and Therapeutic Education, Vol. 5, no. 2, pp. 30–37.
    Pritchard, B. and Barker, K. (1996) Negotiating a classroom contract, Modern English Teacher, Vol. 5, no. 1, pp. 45–47.
    Qualifications and Curriculum Authority (1998) Disapplication of the National Curriculum at Key Stage 4: Guidance for Schools, QCA, London.
    Quayle, W. and Holdsworth, J. (1997) Self esteem groups at the Eleanor Smith School and primary support service, Emotional and Behavioural Difficulties, Vol. 2, no. 2, pp. 21–24. http://dx.doi.org/10.1080/1363275970020204
    Quick, E. K. (1996) Doing What Works in Brief Therapy. A Strategic Solution Focused Approach, Academic Press, London.
    Raffe, D. (1997) Upper secondary education, in M. M.Clark and P.Munn (eds.) Education in Scotland, Policy and Practice from Pre-school to Secondary, Routledge, London.
    RathboneCI (1999) Behaviour Support Plans, Rathbone CI, Manchester.
    Reezigt, G. J. and Pijl, S. J. (1998) The Netherlands: a springboard for other initiatives, in T.Booth and M.Ainscow, From Them to Us. An International Study of Inclusion in Education, Routledge, London.
    Rennie, E. (1993) Behavioural support teaching, points to ponder, Support for Learning, Vol. 8, no. 1, pp. 7–10. http://dx.doi.org/10.1111/j.1467-9604.1993.tb00110.x
    Reynolds, D. (1997) School effectiveness, retrospect and prospect, Scottish Educational Review, Vol. 29, no. 2, pp. 97–113.
    Rhodes, J. and Ajmal, Y. (1995) Solution Focussed Thinking in Schools, Behaviour, Reading and Organisation, BT, London.
    Riddell, S. and Brown, S. (eds.) (1994) Special Educational Policy in the 1990s. Warnock in the Marketplace, Routledge, London.
    Robinson, G. and Maines, B. (1994a) Assertive discipline – jumping on a dated bandwagon, Educational Psychology in Practice, Vol. 9, no. 4, pp. 195–200. http://dx.doi.org/10.1080/0266736940090401
    Robinson, G. and Maines, B. (1994b) Who manages pupil behaviour? Assertive discipline – a blunt instrument for a fine task, Pastoral Care in Education, Vol. 12, no. 3, pp. 30–35. http://dx.doi.org/10.1080/02643949409470884
    Rodger, D. (1994) An Evaluation of the Possilpark Befriending Project, Argyll Publishing, Glendaruel.
    Ruddock, J., Chaplain, R. and Wallace, G. (1996) School Improvement, What Can Pupils Tell Us?, David Fulton, London.
    Russell, R. (1997) Classroom management strategies in a primary school class, in G.Lloyd and P.Munn (eds.) Sharing Good Practice, Moray House Publications, Edinburgh.
    Rutter, M. and Smith, D. (1995) Psychosocial Disorders in Young People, Time, Trends and their Causes, Wiley, London.
    Rutter, M., Maungham, B., Mortimore, P. and Ouston, J. (1979) Fifteen Thousand Hours, Secondary Schools and Their Effects on Children, Paul Chapman, London.
    Sammons, P., Thomas, S. and Mortimore, P. (1997) Forging Links, Effective Schools and Effective Departments, Paul Chapman, London.
    Sandow, S. (1994) More ways than one, models of special needs, in S.Sandow (ed.) Whose Special Need?, Paul Chapman, London.
    School Standards and Framework Act (1998).
    Scottish Office (1964) Report on Children and Young Persons (The Kilbrandan Report), HMSO, Edinburgh.
    Scottish Office (1998) Guidance on Issues Concerning Exclusion from School, Circular No 2/98, Scottish Office, Edinburgh.
    Scottish Office (1999) New Community Schools Prospectus, Scottish Office, Edinburgh.
    Scottish Office (undated) Social Inclusion, Opening the Door to a Better Scotland, Scottish Office, Edinburgh.
    SED (1977) Truancy and Indiscipline in Scottish Schools (The Pack Report), HMSO, Edinburgh.
    SEED (1999) Research Specification, Curriculum Provision for Disaffected Young People, Edinburgh, SEED.
    Sharp, P. (1997) Primary-secondary transition programme: a better chance of success, in G.Lloyd and P.Munn (eds.) Sharing Good Practice, Moray House Publications, Edinburgh.
    Sharp, S. and Cowie, H. (1998) Counselling and Supporting Children in Distress, Sage, London. http://dx.doi.org/10.4135/9781446217757
    Simpson, D. (1992) Panmure House School groups: one approach to dealing with young people's schooling difficulties, in G.Lloyd, (ed.) Chosen with Care? Responding to Disruptive and Disturbing Behaviour, Moray House Publications, Edinburgh.
    Sinclair Taylor, A. (1995) A dunce's place, pupils' perceptions of the role of a special unit, in M. LloydSmith and J. DwyforDavies, On the Margins. The Educational Experience of ‘Problem’ Pupils, Trentham, Stoke.
    Sinclair, G. (1999) Positive approaches to behaviour in Banff Academy, in P.Munn (ed.) Promoting Positive Discipline in Scottish Schools: Whole School Approaches to Tackling Low Level Disruption, Faculty of Education, Edinburgh.
    Slee, R. (1995) Changing Theories and Practices of Discipline, Falmer, London.
    Smith, D. (1995) Towards Explaining Patterns and Trends in Youth Crime in Psychosocial Disturbances in Young People, Cambridge University Press.
    Smith, I. (1998) Is Praise Always a Good Thing?Scottish Consultative Council on the Curriculum, Dundee.
    Smith, P., Morita, Y., Junger-Tas, J., Olweus, D., Catalanot, E. and Slee, P. (1999) (eds.) The Nature of School Bullying – A Cross Cultural Perspective, Routledge, London.
    Smout, T. C. (1969) A History of the Scottish People 1560–1830, Fontana, Glasgow.
    Social Exclusion Unit (1998) Truancy and Social Exclusion, The Stationery Office, London.
    SOED (1992a) Using Ethos Indicators in Primary School Self-Evaluation, HM Inspectors of Schools, Edinburgh.
    SOED (1992b) Using Ethos Indicators in Secondary School Self-Evaluation, HM Inspectors of Schools, Edinburgh.
    SOEID (1996) How Good is Our School?Scottish Office, Edinburgh.
    SSI/Ofsted (Social Services Inspectorate/Office for Standards in Education) (1995) The Education of Children who are Looked After by Local Authorities, Department of Health/Ofsted, London.
    Stacey, H. (1996) Mediation into schools does go. An outline of the mediation process, Pastoral Care in Education, Vol. 14, no. 2, pp. 7–9. http://dx.doi.org/10.1080/02643949609470959
    Stirling, M. (1992) How many pupils are being excluded?British Journal of Special Education, Vol. 19, no. 4, pp. 128–130. http://dx.doi.org/10.1111/j.1467-8578.1992.tb01383.x
    Stirling, M. (1993) A black mark against him? Why are African-Caribbean boys over represented in the excluded pupil population?Multicultural Education Review, Vol. 15, pp. 3–6.
    Stirling, M. (1994) The end of the line, Special Children, Vol. 76, pp. 27–29.
    Sukhnandan, L. with Lee, B. (1998) Streaming, Setting and Grouping by Ability: A Review of the Literature, NFER, Slough.
    Swinson, J. and Melling, R. (1995) Assertive discipline – four wheels on this wagon – a reply to Robinson and Maines, Educational Psychology in Practice, Vol. 11, no. 3, pp. 3–8. http://dx.doi.org/10.1080/0266736950110301
    Thomson, G., Stewart, M. and Ward, K. (1996) Criteria for Opening Records of Needs, Interchange 40, Scottish Office, Edinburgh.
    Tisdall, K. (1996) From the Social Work (Scotland) Act 1968 to the Children Act (Scotland) 1995. Pressure for change, in M.Hill and J.Aldgate (eds.) Child Welfare Services, Jessica Kingsley, London.
    Tizard, B., Blatchford, P., Burke, J., Farquhar, C. and Plewis, I. (1988) Young Children at School in the Inner City, Lawrence Erlbaum Associates, Hove.
    Topping, K. (1983) Educational Systems for Disruptive Adolescents, Croom Helm, London.
    Traxson, D. (1994) Helping children to become more self-directing in their behaviour, in P.Gray, A.Miller and J.Noakes (eds.) Challenging Behaviour in Schools, Routledge, London.
    Tutt, N. (1984) Assessment of young people – intentions and outcomes. Report of a day conference held in Edinburgh, Scottish Intermediate Treatment Resource Centre and Moray House College of Education, Edinburgh.
    Upton, G. and Cooper, P. (1990) A new perspective on behaviour problems in schools, the ecosystemic approach, Maladjustment and Therapeutic Education, Vol. 8, no. 1, pp. 3–18.
    US Department of Education (1998a) Early Warning Timely Response. A Guide to Safer Schools, Department for Education, Washington.
    US Department of Education (1998b) To Assure the Free Appropriate Public Education of all Children with Disabilities, Twentieth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, Department for Education, Washington.
    Vulliamy, G. and Webb, R. (1992) (eds.) Teacher Research and Special Educational Needs, London, David Fulton.
    Walgrave, L. (1996) Restorative juvenile justice: a way to restore justice in Western European systems, in S.Asquith, Children and Young People in Conflict with the Law, Jessica Kingsley, London.
    Walker, H. M., Steiber, S. and O'Neil, R. E. (1990) Middle school behavioural profiles of anti-social and at-risk boys: descriptive and prescriptive outcomes, Exceptionally, Vol. 1, no. 1, pp. 61–78. http://dx.doi.org/10.1080/09362839009524742
    Ward, J. (1993) Special education in Australia and New Zealand, in P.Mittler, P.Brouillette and D.Harris, World Yearbook of Education: Special Educational Needs, Kogan Page, London.
    Warden, D. and Christie, D. (1997) Teaching Social Behaviour, David Fulton, London.
    Ware, L. (1998) USA: I kind of wonder if we're fooling ourselves, in T.Booth and M.Ainscow, From Them to Us, Routledge, London.
    Webster's (1986) Third New International Dictionary, Encyclopedia Britannica, London.
    Weiner, G., Arnot, M. and David, M. (1997) Is the future female? Female success, male disadvantage and changing gender patterns in education, in A. H.Halsey, H.Lauder, P.Brown and A. S.Wells (eds.) Education: Culture, Economy, Society, Oxford University Press.
    Wheelock, A. (1999) Safe to be Smart, Building a Culture for Standards-Based Reform in the Middle Grades, National Middle Schools Association, Ohio.
    White, J. and Barber, M. (eds.) (1997) Perspectives on School Effectiveness and School Improvement, Institute of Education, London.
    Wilson, P. (1996) Mental Health in Your School, Jessica Kingsley, London.
    Young Minds (1999) Response to Government Draft Guidance on Social Inclusion: Pupil Support, Young Minds, London.

    Appendix 1: Education in Scotland: Key Facts and Figures

    The information in this appendix is largely summarised from Clark and Munn (1997) Education in Scotland, published by Routledge. More detailed information can be found there and in Bryce and Humes (1999) Scottish Education, published by Edinburgh University Press. Information on Scottish education statistics and policy can be found on the Scottish Executive website at http://www.scotland.gov.uk

    Scotland
    • Scotland has a population of about five million and is part of the United Kingdom (which includes England, Wales and Northern Ireland) with a total population of around 58 million. It is the most sparsely populated part of the United Kingdom.
    • There are high levels of poverty in some areas. For example in 1995 about 20 per cent of the school population were entitled to free school meals; this varied from about 6 per cent in Borders Region to around 40 per cent in Glasgow.
    • According to the 1991 census, 98.7 per cent of the population in Scotland were white. Thus only 1.3 per cent of the population were from ethnic minorities of whom the vast majority were of Pakistani or Indian origin.
    Governance
    • Education is a devolved responsibility to the Scottish Parliament. An Education Minister, who is a member of the Scottish Executive, is supported by two junior Ministerial colleagues. There is also a Parliamentary Select Committee.
    • The national administration of school education is carried out by civil servants in the Scottish Education Department, now Scottish Executive Education Department, in Edinburgh. There has been a separate education civil service in Scotland for well over a hundred years.
    • Numbers of Her Majesty's Inspectors fluctuate around 100. They are led and managed by a senior chief inspector who is also the principal professional adviser to the Scottish Executive. HMI carry out inspections on the performance of schools, teacher education institutions and education authorities. They also frequently take the lead in major curriculum and other policy development. (Ofsted does not operate in Scotland.)
    • There are 32 single tier local authorities. These were established in 1996 and replaced a system of nine Regional and three Island Authorities, having responsibility for education. All authorities have an Education Committee, with the majority of members being councillors. All also have a Director of Education who leads and manages education officials, curriculum advisers and development officers.
    • The policy emphasis is on school improvement through school self-evaluation, with schools being provided with a set of national and local guides to help them assess their achievements and plan for improvements.
    • The General Teaching Council, in existence since 1966, regulates entry to the teaching profession and mainstream professional standards. All teachers in state primary and secondary school are required to be registered with the Teaching Council.
    Schools
    • Most schools are comprehensive and take boys and girls.
    • Catholic schools are part of the state sector.
    • There is a small number of independent schools run without any aid from public funds. Less than 6 per cent of the pupil population attends these schools.
    • There are about 400 secondary schools and 2,300 primary schools and 200 special schools. The independent sector has over 100 schools, many of which are in Edinburgh and Glasgow. Table A1.1 provides details drawn from the Scottish Executive website.

      Table A1.1. Numbers of Scottish schools and teachers
      SchoolsPupil numbers
      Secondary403315,789
      Primary2,313441,691
      Pre-school (EA)1,200
      Pre-school (private/voluntary)1,10060,000
      Independent primary7311,197
      Independent secondary5714,955

    • There are no sixth form colleges. The two formerly grant maintained schools were re-absorbed into local authorities by the Education Act 2000.
    • Children spend seven years in primary school, entering around the age of five and leaving around the age of twelve. They spend a minimum of four years at secondary school, the statutory leaving age being 16, although increasing numbers stay on for either one or two further years.
    • Pre-school provision includes state, voluntary sector and private nurseries and playgroups.
    Curriculum and Assessment
    • There is no national curriculum as in England and Wales.
    • There is a curriculum programme for 5–14-year-olds constructed in terms of five broad areas, and designed to promote breadth, balance and continuity in children's learning. Each area has a guideline advising on curriculum and assessment. The five areas are Language, Mathematics, Expressive Arts, Environmental Studies and Religious and Moral Education. National testing takes place only in English and mathematics with pupils taking tests when teachers believe they are ready to do so. The tests are used as confirmation of teacher judgements and results remain confidential to the school, pupil and parents. There are no performance tables of primary schools based on national test results.
    • The five areas of the curriculum in primary school transform themselves into eight ‘modes’ which structure the curriculum in secondary school. A common course is followed by pupils in the first two years of secondary. Years three and four culminate in Standard Grade examinations with most pupils taking seven or eight, which include one subject from each mode. There are three main grades of assessment, Credit, General and Foundation.
    • The upper secondary curriculum has recently been reformed to introduce a unified system of curriculum and assessment to cover all academic and vocational education beyond 54 and below the level of higher education. The benchmark qualification remains the Higher but there will be levels above this, Advanced Higher, and staging posts towards Higher, Intermediate Levels 1 and 2. There are also Scottish Group Awards planned, some of which will be broadly based while others will be more specialised.
    • There is one national examinations body, the Scottish Qualifications Authority, following the merger of the Scottish Examination Board and the Scottish Vocational Education Council in 1997.

    Appendix 2: The Scottish Children's Hearing System

    The welfare orientation of the Children's Hearing System is an important influence on the culture of work with children and young people in difficulty in Scotland. The Hearing System began operating in 1971, following legislation in 1968 based on the Kilbrandon Report, which argued strongly for a social education principle rather than a punitive approach to children in difficulty (Scottish Office, 1964). The system provides a structure of intervention and support for children who are considered to require compulsory measures of care and/or control. Decisions are made on the basis of a comprehensive assessment of the child's needs and in his/her best interests. The Hearings offer a formal process in an informal setting, where parents and children can understand the proceedings and the information on which decisions are made.

    There is a broad range of criteria for referral including being beyond the control of parents, not being adequately cared for, exposure to moral danger, abuse, non-attendance at school, solvent abuse, and offending (the full list is given below). The legislation was deliberate in placing offending last on the list of grounds of referral, to emphasise that the Hearing system was for children in difficulty, including, but not exclusively, those who commit crimes. The largest number of referrals does involve offending but many of these will be diverted and never involve attending a Hearing. In recent years referrals for child abuse have increased most rapidly, in parallel with the greater recognition of, and response to, abuse in other Western countries.

    The Reporter, often a qualified solicitor, is the gatekeeper to the system, receiving referrals and initially assessing their sufficiency of evidence and the likelihood that the child may be in need of compulsory measures of intervention. In many cases the Reporter may decide that the family is coping well and does not require support, or that they would be willing to accept support informally. There is a broad consensus that formal intervention should be a last resort. Decisions about intervention are made at Hearings by lay people, trained part-time volunteers from the community, called Panel Members. It was intended that the Panel should represent the community in its composition. A recent substantial research project, funded by the Scottish Office, found that this ‘has remained an important (although as yet not yet fully achieved) aspiration’ (Hallett et al., 1998). Hearings may impose supervision orders, at home or in a residential setting, but may also require a range of other actions. The Children Act (Scotland) 1995 widened the scope of the Hearings by referring to the wider role of councils in children's care and welfare beyond that of the social work department. Thus a requirement of action may be placed also on an educational establishment.

    The research report mentioned earlier concluded that:

    Overall there was widespread support for the Children's Hearing System and the principle on which it was based, despite some evidence of tensions and difficulties in practice. These included concerns about its capacity to meet the needs of some children and young people referred (particularly young people who continue to offend and those referred on the grounds of non-attendance at school), widespread frustration about the shortage of resources and an acknowledgement that the emphasis on participation, informality and the provision of help in a welfare framework may be less apparent to some children, young people and parents appearing at the hearing than it is to others.

    (Hallett et al., 1998)
    Grounds for Referral of Children to Reporter and to Children's Hearing
    Occasions for Referring a Child to the Reporter

    A child may be in need of compulsory measures of supervision if any of the following conditions is satisfied with respect to him (sic) (Section 52(2) of The Children (Scotland) Act 1995).

    • is beyond control of any relevant person;
    • is falling into bad associations or is exposed to moral danger;
    • is likely – i) to suffer unnecessarily; or ii) be impaired seriously in his health or development;

    due to a lack of parental care;

    • is a child in respect of whom any of the offences mentioned in Schedule 1 to the Criminal Procedure (Scotland) Act 1975 has been committed;
    • is, or is likely to become, a member of the same household as a child in respect of whom any offences mentioned in Schedule 1 to the Criminal Procedure (Scotland) Act 1975 has been committed;
    • is, or is likely to become, a member of the same household as a person who has committed any of the offences mentioned in Schedule 1 to the Criminal Procedure (Scotland) Act 1975;
    • is, or is likely to become, a member of the same household as a person in respect of whom an offence under Section 2A to 2C of the Sexual Offences (Scotland) Act 1976 (incest and intercourse with a child by a step-parent or person in position of trust) has been committed by a member of that household;
    • has failed to attend school regularly without reasonable excuse;
    • has committed an offence*;
    • has misused alcohol or any drug, whether or not a controlled drug within the meaning of the Misuse of Drugs Act 1971;
    • has misused a volatile substance by deliberately inhaling its vapour, other than for a medical purpose;
    • is being provided with accommodation by a local authority under Section 25, or is the subject of a parental responsibilities order obtained under Section 86 of the Act and, in either case, his behaviour is such that special measures are necessary for his adequate supervision in his interest or the interest of others.

    Information about the Scottish Children's Hearing System is available on the website of the Scottish Executive (http://www.scotland.gov.uk).

    *There are a small number of children, who commit serious offences, who are still dealt with in court.


    • Loading...
Back to Top

Copy and paste the following HTML into your website