Abstract
Previous comparative research has revealed recent high and risingschool exclusion rates in England and a contrasting picture of muchlower and reducing rates in Northern Ireland, Scotland and Wales.In this paper, we examine findings from new research into schoolexclusion policies across the four countries of the UK. This inter-rogates for the first time how the problem of ‘school exclusion’ isframed within these four distinct policy contexts. We take up thequestion of how policy levers and drivers may shape patterns andtrends in permanent exclusion and suspension/temporary exclu-sion. This analysis reveals that, despite broad agreement in policyon a need to reduce exclusion and increase equity across the UKjurisdictions, there are diverging policy stances on the purposes ofexclusion, responsibilities of schools and the role of the state overallin bringing about change. We conclude that deeper critical engage-ment with policy contexts is a vital element in understanding thepersistence of school exclusion itself but also the differential ratesof exclusion across the UK
Original language | English |
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Pages (from-to) | 760-776 |
Number of pages | 17 |
Journal | Oxford Review of Education |
Volume | 50 |
Issue number | 6 |
DOIs | |
Publication status | Published - 11 Oct 2024 |
Bibliographical note
Publisher Copyright:© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- Comparative analysis
- disadvantage
- education policy
- school exclusion/suspension/expulsion
ASJC Scopus subject areas
- Education