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Journal articles on the topic 'Exclusion from school'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

MACRAE, SHEILA, MEG MAGUIRE, and LINDA MILBOURNE. "Social exclusion: exclusion from school." International Journal of Inclusive Education 7, no. 2 (2003): 89–101. http://dx.doi.org/10.1080/13603110304785.

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2

Blyth, Eric, and Judith Milner. "Exclusion From School: A First Step in Exclusion From Society?" Children & Society 7, no. 3 (2007): 255–68. http://dx.doi.org/10.1111/j.1099-0860.1993.tb00404.x.

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Vincent, Claudia G., and Tary J. Tobin. "The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities." Journal of Emotional and Behavioral Disorders 19, no. 4 (2010): 217–32. http://dx.doi.org/10.1177/1063426610377329.

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This study examined disciplinary exclusion data from 77 schools implementing school-wide positive behavior support (SWPBS). The authors examined (a) patterns of exclusion in schools implementing SWPBS; (b) associations between decreased exclusions and SWPBS implementation at the whole school level, the classroom level, the nonclassroom level, and the individual student level; (c) the extent to which students from varying ethnicities were equitably represented in overall exclusions as well as long-term exclusions; and (d) the extent to which students with a disability from varying ethnicities were equitably represented in long-term exclusions. Whereas SWPBS implementation in the classroom appeared to be associated with decreased exclusions in elementary schools, SWPBS implementation in nonclassroom settings appeared to be associated with decreased exclusions in high schools. Although overall exclusions decreased, White students appeared to benefit most from this decrease, whereas African American students remained overrepresented in exclusions, in particular long-term exclusions. Small sample sizes limited generalizability of outcomes.

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4

Lawrie, Gordon. "Review: Alternatives to Exclusion from School." Scottish Affairs 35 (First Serie, no. 1 (2001): 69–71. http://dx.doi.org/10.3366/scot.2001.0024.

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CARLILE, ANNA. "Sexism and Permanent Exclusion from School." FORUM 51, no. 3 (2009): 333. http://dx.doi.org/10.2304/forum.2009.51.3.333.

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HAYDEN, CAROL, and TIM MARTIN. "‘Safer Cities’ and Exclusion from School." Journal of Youth Studies 1, no. 3 (1998): 315–31. http://dx.doi.org/10.1080/13676261.1998.10593016.

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7

Blyth, Eric, and Judith Milner. "Exclusion from School and Victim‐blaming." Oxford Review of Education 20, no. 3 (1994): 293–306. http://dx.doi.org/10.1080/0305498940200303.

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8

McMenamin, Donald. "New identity stories: An alternative to suspension and exclusion from school." Set: Research Information for Teachers, no. 3 (November 1, 2014): 29–36. http://dx.doi.org/10.18296/set.0330.

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School pastoral leaders have halved the use of suspension and exclusion from New Zealand schools in the last decade. This article offers community re-authoring of young people’s identity stories as a further support for reducing suspensions and exclusions. It demonstrates how developing new stories of “who I am and what is important to me” can lead to a marked reduction in troubling behaviours. The article highlights the importance of invited peers, teachers, family, and community members in exploring and maintaining alternative identity claims and changed behaviours.

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Grant, Denny, and Karl Brooks. "Black Exclusion from School The way ahead." Educational Psychology in Practice 14, no. 1 (1998): 26–31. http://dx.doi.org/10.1080/0266736980140104.

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10

Hayden, Carol. "Responding to exclusion from school in England." Journal of Educational Administration 41, no. 6 (2003): 626–39. http://dx.doi.org/10.1108/09578230310504625.

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11

McCluskey, Gillean, Sheila Riddell, Elisabet Weedon, and Mariela Fordyce. "Exclusion from school and recognition of difference." Discourse: Studies in the Cultural Politics of Education 37, no. 4 (2015): 529–39. http://dx.doi.org/10.1080/01596306.2015.1073015.

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12

Archangelo, Ana. "A Psychosocial Approach to Exclusion from School." Journal for the Psychoanalysis of Culture and Society 8, no. 2 (2003): 238–49. http://dx.doi.org/10.1353/psy.2003.0029.

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13

Pyne, Jaymes. "Suspended Attitudes: Exclusion and Emotional Disengagement from School." Sociology of Education 92, no. 1 (2018): 59–82. http://dx.doi.org/10.1177/0038040718816684.

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We know far less about the unintended social-psychological consequences of out-of-school suspensions on students than we do of the academic, behavioral, and civic consequences. Drawing on theories of socialization and deviance, I explore how suspension events influence students’ emotional engagement in school through changes in their attitudes. Using longitudinal middle school survey data connected to individual student administrative records, I find that students who receive out-of-school suspensions are psychologically vulnerable prior to their removal from school. Accounting for demographic characteristics of students, prior year disciplinary involvement, and students’ beginning-of-year attitudes, I find suspensions might further harm students by negatively changing their academic identities and perceptions of adults in school. A series of robustness checks add nuance and strengthen the claims I infer from the main analyses. I close by discussing how the engagement-related consequences of suspension inform social theory and educational policy.

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Obidah, Jennifer E., Cecile Wright, Debbie Weekes, and Alex McGlaughlin. ""Race," Class and Gender in Exclusion from School." Journal of Negro Education 70, no. 3 (2001): 234. http://dx.doi.org/10.2307/3211215.

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15

Hallam, Susan, and Frances Castle. "Exclusion from School: What can help prevent it?" Educational Review 53, no. 2 (2001): 169–79. http://dx.doi.org/10.1080/00131910120055598.

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16

Hemphill, Sheryl A., and Sharon Schneider. "Excluding students from school: A re-examination from a children’s rights perspective." International Journal of Children’s Rights 21, no. 1 (2013): 88–96. http://dx.doi.org/10.1163/15718182-55680008.

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School exclusion including school suspension is common in Western industrialised countries and has negative effects on excluded students such as alienation from and dropping out of school and engaging in antisocial and violent behaviour. Australia is a signatory to the United Nations Convention on Children’s Rights. The CRC sets out a framework to document and evaluate school policies and practices and specific sections relate to the use of school exclusion (e.g., repeated suspension constitutes the denial of education and reflects failure to guarantee access to education, Article 28 of the CRC). However, in the Australian debates about the use of school suspension and expulsion, rarely is the children’s rights to an education perspective adopted. In this paper, the issues around the use of school suspension are reconsidered through a children’s rights lens. It is concluded that such a view requires consideration in Australia discussions about school exclusion.

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17

Wójcik, Małgorzata, and Beata Kozak. "Bullying and exclusion from dominant peer group in Polish middle schools." Polish Psychological Bulletin 46, no. 1 (2015): 2–14. http://dx.doi.org/10.1515/ppb-2015-0001.

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Abstract School bullying also referred to as peer victimization is considered extremely harmful for all parties involved. It has been recognised as an important issue in Polish schools. This article presents the first stage of a project financed by the National Centre of Research and Development and includes the results of qualitative research conducted in groups of middle-school students, middle-school teachers and psychologists. The results highlight several factors leading to the exclusion from the dominant peer group. The results also indicate that although students are aware of the consequences of bullying and excluding behaviours, they do not implement this knowledge when explaining their own excluding actions. All results are discussed in terms of designing and implementing a data-based programme which would effectively mitigate excluding behaviours during middle-school transition.

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18

Machin, Stephen, and Matteo Sandi. "Autonomous Schools and Strategic Pupil Exclusion." Economic Journal 130, no. 625 (2019): 125–59. http://dx.doi.org/10.1093/ej/uez041.

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Abstract This article studies whether pupil performance gains in autonomous schools in England can be attributed to the strategic exclusion of poorly performing pupils. England has had two phases of academy school introduction—the first, in the 2000s, being a school improvement programme for poorly performing schools and the second a mass academisation programme from 2010 for better-performing schools. Overall, exclusion rates are higher in academies, with the earlier programme featuring much higher rates of exclusion. However, rather than functioning as a means of test score manipulation, the higher exclusion rate reflects the rigorous discipline enforced by the pre-2010 academies.

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19

Galloway, David, Richard Martin, and Brian Wilcox. "Persistent Absence from School and Exclusion from School: the predictive power of school and community variables." British Educational Research Journal 11, no. 1 (1985): 51–61. http://dx.doi.org/10.1080/0141192850110106.

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20

Carlile, Anna. "Finding Space for Agency in Permanent Exclusion from School." Power and Education 1, no. 3 (2009): 259–69. http://dx.doi.org/10.2304/power.2009.1.3.259.

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This article aims to examine the experiences of pupils and professionals who are affected by permanent exclusion (what used to be called being expelled) from school. An ethnographic study conducted during the author's employment as a Pupil Support Officer within secondary schools and the children's services department of an urban local authority in England explores the idea that professionals may be forced to make inequitable decisions about including or excluding pupils in the face of powerful competition between the politically unchallengeable concepts of tolerance, inclusivity, attainment, and choice. The article argues that the tensions of multi-agency working are focused within what will be described as the contested space of the young person's ‘extended body’. However, whilst the contested nature of this space renders it vulnerable to negative description and to the biased judgements of authoritarian power, it also offers itself as a space for emancipatory self description by the young person and for the expression of agency on the part of those professionals working for social justice.

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21

Hammett, Leah. "Protecting Children with AIDS against Arbitrary Exclusion from School." California Law Review 74, no. 4 (1986): 1373. http://dx.doi.org/10.2307/3480365.

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22

McCluskey, Gillean. "Exclusion from school: what can ‘included’ pupils tell us?" British Educational Research Journal 34, no. 4 (2008): 447–66. http://dx.doi.org/10.1080/01411920701609331.

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23

Mantoan, Maria Teresa Eglér. "Special Education in Brazil: from exclusion to inclusion." ETD - Educação Temática Digital 1, no. 3 (2009): 45. http://dx.doi.org/10.20396/etd.v1i3.548.

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This article is about the phases through which the Brazilian education has been developing, starting from the exclusion of students with disabilities in specialized institutions which are typically therapeutically oriented to our present days, when this educational modality has been clashing with the proposals of a school for all, one and only, open to the differences, and, as a result, inclusive. The path that has been followed is focused on from the point of view of legal documents, of educational plans and policies. Finally we focus on teacher education and present some indicators by which we have been evaluating the benefits of inclusion in the Brazilian schools, through the investigations from the researchers at LEPED (Laboratory of Studies and Research in Teaching and Diversity) / Unicamp- São Paulo/Brazil.

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Munn, Pamela, Mairi Ann Cullen, Margaret Johnstone, and Gwynedd Lloyd. "Exclusion from school: a view from Scotland of policy and practice." Research Papers in Education 16, no. 1 (2001): 23–42. http://dx.doi.org/10.1080/02671520122821.

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25

Brede, Janina, Anna Remington, Lorcan Kenny, Katy Warren, and Elizabeth Pellicano. "Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school." Autism & Developmental Language Impairments 2 (January 2017): 239694151773751. http://dx.doi.org/10.1177/2396941517737511.

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26

Mcmanus, Michael. "Suspension and exclusion from high schools: the association with catchment and school variables." Research in Education 38, no. 1 (1987): 51–64. http://dx.doi.org/10.1177/003452378703800105.

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27

McManus, Michael. "Suspension and exclusion from High Schools: the association with catchment and school variables." School Organisation 7, no. 3 (1987): 261–71. http://dx.doi.org/10.1080/0260136870070301.

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28

Ford, T., C. Parker, J. Salim, R. Goodman, S. Logan, and W. Henley. "The relationship between exclusion from school and mental health: a secondary analysis of the British Child and Adolescent Mental Health Surveys 2004 and 2007." Psychological Medicine 48, no. 4 (2017): 629–41. http://dx.doi.org/10.1017/s003329171700215x.

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BackgroundChildren with poor mental health often struggle at school. The relationship between childhood psychiatric disorder and exclusion from school has not been frequently studied, but both are associated with poor adult outcomes. We undertook a secondary analysis of the British Child and Adolescent Mental Health Surveys from 2004 and its follow-up in 2007 to explore the relationship between exclusion from school and psychopathology. We predicted poorer mental health among those excluded.MethodPsychopathology was measured using the Strengths and Difficulties Questionnaire, while psychiatric disorder was assessed using the Development and Well-Being Assessment and applying Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM IV) criteria. Exclusion from school and socio-demographic characteristics were reported by parents. Multi-variable regression models were used to examine the impact of individual factors on exclusion from school or psychological distress.ResultsExclusion from school was commoner among boys, secondary school pupils and those living in socio-economically deprived circumstances. Poor general health and learning disability among children and poor parental mental health were also associated with exclusion. There were consistently high levels of psychological distress among those who had experienced exclusion at baseline and follow-up.ConclusionsWe detected a bi-directional association between psychological distress and exclusion. Efforts to identify and support children who struggle with school may therefore prevent both future exclusion and future psychiatric disorder.

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29

Erhardt, Matthias. "Sonderung als Hilfe?" Vierteljahrsschrift für wissenschaftliche Pädagogik 97, no. 2 (2021): 219–33. http://dx.doi.org/10.30965/25890581-09702008.

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Abstract Separation as an Aid? Considerations on Inclusion and Exclusion in the School System against the Background of the Historical Development of Special Needs Schools This article looks into the connections between special needs schools and mainstream schools regarding the homogeneity and heterogeneity of the students. First of all, the current school structure effects are discussed. Then it is shown which line of tradition opens up the history of the so called auxiliary school with regard to inclusion and exclusion and which consequences result from taking the well-being of the child seriously.

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30

Rietveld, Christine M. "From Inclusion to Exclusion: Educational Placements of Children with Down Syndrome." Australasian Journal of Special Education 18, no. 2 (1994): 28–35. http://dx.doi.org/10.1017/s1030011200023198.

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This paper documents the educational placements of 22 children with Down Syndrome who were born between 1976 and 1981. While all but one child started her/his preschool education in inclusive settings, only five children remain in inclusive school settings in 1993. It is suggested that schools need to address the disabling factors in their contexts rather than focus on the child’s perceived inability to cope in inclusive classrooms as she/he matures.

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Forysiewicz, Barbara. "The Forum Theatre in the prevention of exclusion from a peer group in the school space." Journal of Education Culture and Society 11, no. 2 (2020): 335–42. http://dx.doi.org/10.15503/jecs2020.2.335.342.

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Aim. The article is a report from the research conducted in 2017 during the Forum Theatre performance, and it demonstrates the possibilities of using the Forum Theatre of Augusto Boal in activities to prevent exclusion from the peer group of teenage students. The purpose of this article is to signal the possibility of using the idea of Boal in preventing exclusions in the school space. Methods. In order to discuss the problems, the analysis of source material and participant observations were used. Results. At Forum Theatre, young people reveal their worldview and value system by interacting with actors and performing stage activities. The teacher, observing the students actions in the performance, can assess their empathy, sensitivity and interpersonal competence. The teacher gets to know the qualities that affect the student’s mental state at the time of exclusion from the peer group. In the theatrical activity, the personality of the student with his or her predisposition to being a victim or torturer is revealed. Using the example of the analysed spectacle The Cage directed by Jarosław Rebeliński in 2017, it is clearly seen that the Forum Theatre makes it possible to get to know the student, and thus his or her problems in relation with peers. Forum Theatre shows the effects and causes of exclusion while simultaneously signalling to the teacher the symptoms of the problem manifesting themselves in the behaviour of young people. Conclusion. Forum Theatre can be a diagnostic method for teachers in activities preventing the exclusion of a student from a peer group at school. Forum Theatre can be used as a method of working with students at risk of exclusion due to intolerance, lack of acceptance or lack of developed communication skills.

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Carlile, Anna. "'Bitchy girls and silly boys': Gender and exclusion from school." International Journal on School Disaffection 6, no. 2 (2008): 30–36. http://dx.doi.org/10.18546/ijsd.06.2.05.

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Parffrey, V. "An Alternative to Exclusion From School: the Tor Hill project." Educational Psychology in Practice 5, no. 4 (1990): 216–31. http://dx.doi.org/10.1080/0266736900050409.

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Lall, Marie. "Exclusion from school: teenage pregnancy and the denial of education." Sex Education 7, no. 3 (2007): 219–37. http://dx.doi.org/10.1080/14681810701448028.

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Allen, Thomas. "The exclusion of pupils from school: The need for reform." Journal of Social Welfare and Family Law 16, no. 2 (1994): 145–62. http://dx.doi.org/10.1080/09649069408412423.

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Raiu, Sergiu-Lucian. "The Emergent Adult: Transition from School to Work." European Review Of Applied Sociology 12, no. 19 (2019): 33–48. http://dx.doi.org/10.1515/eras-2019-0009.

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AbstractThis article approaches the topic of the emerging adulthood with young people in Romania, as well as the beginning of the first work experience. The main aim is to identify the factors of a successful transition from school to independent life. The article examines the social status and the issues the young people in Romania face with regard to the transition from education to employment. The data type longitudinal panel study refers to the cohort of young people born in 1994-1995, the generation which graduated from the 12th or 13th class in 2012. We answer the question „Which are the factors that determine the first work experience for Romanian young people and what does this look like?” Half of the young people have work experience - 50.1%, with 25.2% working at the time they filled in the questionnaires, two years after graduation. Employment is explained to an extent of 1% by gender and area of residence, 4% by factors of social exclusion and 1% by factors related to negative life events. All these factors explain the variance of 6% in the employment of young people. Linear regression analysis (hierarchical) showed that social inclusion factors have the greatest effect on employment, with 4% of employment variance explained by social exclusion factors, while the influence of the demographic variables, factors of social exclusion and factors related to negative life events explain 6% of the youth employment variance.

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Elmgren, Heidi. "Merit-based exclusion in Finnish music schools." International Journal of Music Education 37, no. 3 (2019): 425–39. http://dx.doi.org/10.1177/0255761419843990.

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In this article I analyse merit-based exclusion in Finnish music schools for children and young people. I base my study on my earlier research on meritocracy and written data collected online from current and former music school students in the autumn and winter of 2015–2016. I am able to show there are implicit and explicit merit-based hierarchies in the music school. Hierarchies and exclusion are shown to be connected to the institution’s meritocratic features. As the hierarchies are merit-based, it is hard to question them. The hierarchies justify excluding students from certain practices such as performances. These practices are in fact learning opportunities, as has been established by earlier research. In addition to this, the hierarchies also influence students’ views of their potential and this, combined with limited learning opportunities, hinders their development. The hierarchies thus produce self-fulfilling prophecies of the students’ advancement. This is how the meritocratic system can in fact produce the failure it pretends only to reflect.

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Donato, Rubén, and Jarrod Hanson. "“Porque tenían sangre de ‘NEGROS’”: The Exclusion of Mexican Children from a Louisiana School, 1915-1916." Association of Mexican American Educators Journal 11, no. 1 (2017): 125. http://dx.doi.org/10.24974/amae.11.335.

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This article examines the exclusion of Mexican children from a Louisiana public school in 1915-1916. A school board trustee threw the children out of the school because he saw them as racially mixed and used the socially recognized argument that they had “negro blood.” Although school officials did not see Mexican children as Black or White, their mestizo appearance became a racial marker. Given this time and location—where legal segregation was understood in Black and White terms—Mexicans posed a dilemma because they did not fit into the binary racial system. Although the Mexican consul conducted an investigation and the Mexican Ambassador filed a complaint to the U.S. Department of State, the case was never resolved. We want to broaden the conversation about the racialization of Mexicans in public schools by highlighting the complexities of race and segregation in the deep South.

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Munn, Pamela, Mairi Ann Cullen, Margaret Johnstone, and Gwynedd Lloyd. "Exclusion from School: A View from Scotland of some Policy and Practice Dilemmas." Scottish Affairs 30 (First Serie, no. 1 (2000): 51–67. http://dx.doi.org/10.3366/scot.2000.0005.

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Julesz, Máté. "Acceptance and Exclusion in School from the Aspect of Human Rights." Társadalomkutatás 28, no. 1 (2010): 1–18. http://dx.doi.org/10.1556/tarskut.28.2010.1.1.

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Jacobsen, Wade C. "School punishment and interpersonal exclusion: Rejection, withdrawal, and separation from friends." Criminology 58, no. 1 (2019): 35–69. http://dx.doi.org/10.1111/1745-9125.12227.

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Duffy, Gavin, Gareth Robinson, Tony Gallagher, and Michelle Templeton. "School exclusion disparities in the UK: a view from Northern Ireland." Emotional and Behavioural Difficulties 26, no. 1 (2021): 3–18. http://dx.doi.org/10.1080/13632752.2021.1900998.

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Kusztal, Justyna, and Małgorzata Piasecka. "A review of studies on developing a school prophylactic program to prevent social exclusionA Review of Research Reports on Developing a School Prophylactic Program Preventing Social Exclusion." Edukacja Elementarna w Teorii i Praktyce 15, no. 3(57) (2020): 95–111. http://dx.doi.org/10.35765/eetp.2020.1557.07.

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The aim of the article is to present scientific research based on an analysis of data concerning aggression in terms of pupils feeling inse- cure or vulnerable at school. The analysis was carried out as a systematic review of reports discussing research conducted in Poland. The article presents the evidence-based practice approach as a theo- retical basis for the analysis, and the chosen research method—i.e., systematic review. The results of the research that is interpreted in the narrative synthesis indicate varied substantive and methodological value among the 33 analyzed reports, whose research objectives most often focused on determining the scale of aggression in schools and the factors that determine it. Conclusions and recommendations stemming from the survey of secondary sources are important, both for interdisciplinary theories constituting the basis for social preven- tion and preventative practice, especially for school pedagogues, who are responsible for implementing educational/prophylactic programs in schools and educational institutions. Prophylactic strategies refer directly to the exclusion–inclusion continuum, having the potential to prevent the appearance and perseverance of problematic behavior, which may consequently lead to social exclusion.

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McKinney, Stephen J. "Covid-19: food insecurity, digital exclusion and Catholic schools." Journal of Religious Education 68, no. 3 (2020): 319–30. http://dx.doi.org/10.1007/s40839-020-00112-8.

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Abstract Covid-19 and the subsequent worldwide lockdowns have had a major impact on families and school education. The lockdowns have highlighted and exacerbated the disadvantages experienced by those children who suffer from child poverty. This article focuses on food insecurity and the digital divide, or digital exclusion, and argues that these have emerged as very pressing issues during lockdowns for children suffering from child poverty. The article provides an outline of the response of the Catholic Church and Catholic schools, primarily in the United Kingdom. There have been some concerted efforts to address food insecurity by providing food and food vouchers for children and vulnerable families. It has proved more problematic to address digital exclusion and the article argues that for those children who experience digital exclusion, this can effectively mean exclusion from the religious education, religious life, community and the pastoral and spiritual support that is normally offered by the Catholic school.

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Kaiser, Steffen, and Gisela C. Schulze. "Between Inclusion and Participation: Young Carers Who Are Absent From School." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 314–28. http://dx.doi.org/10.1891/1945-8959.14.3.314.

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In discussions of inclusion and exclusion, one often-neglected group at high risk of exclusion is that of school absentees. Researchers and the public normally focus on truants and school refusers, whereas students absent from school to take care of family members, or young carers, have received little attention so far. Because of the multicausal factors and extensive impacts of the phenomenon, research on both school absentees and young carers suggests a need for interdisciplinary approaches. Yet, these approaches for support do not always succeed. This study investigated the interdisciplinary cooperation of those professionals in education, social work, and health care who work with young carers absent from school. It identified both barriers to and facilitators of this important cooperation. The aim is to create better support for the inclusion of this unnoticed group and to increase awareness of their situation among the professionals working with them.

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Holttum, Sue. "School inclusion for children with mental health difficulties." Mental Health and Social Inclusion 19, no. 4 (2015): 161–68. http://dx.doi.org/10.1108/mhsi-08-2015-0030.

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Purpose – The purpose of this paper is to highlight research on the exclusion from school of children with disabilities, and especially those identified as experiencing emotional disturbance. Two studies of schools that are inclusive are then described in order to examine how they achieve good results. Design/methodology/approach – Three papers are summarized. The first examines things that predict children with disabilities being excluded from school, including characteristics of children and of schools. The second is a qualitative study of four English schools involved in a national programme aimed at improving children’s mental health. The third is a case study of one American school identified for its high inclusivity and excellent educational results. Findings – In the first study, children with emotional disturbance, and African-American children were most likely to be excluded from school. The study of four English schools suggested that implementation of the national programme was variable but leadership and planning seemed vital, as well as whole-school commitment. The high-performing inclusive American school had whole-school commitment, high quality planning alongside flexibility, on-going further training for teachers, and close pupil tracking. Originality/value – The study of school exclusion was the first to examine children and schools together, as well as different disabilities and ethnicity. The study of English schools highlights the experiences of those directly involved in implementing a national programme to promote children’s mental health. The study of a high-performing inclusive school in America discovered much in common with inclusive high-performing schools in England, suggesting that some practices can be identified across the two cultures that aid successful inclusion of children with disabilities including mental health difficulties.

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Lloyd, Gwynedd, and Claire Norris. "From difference to deviance: the exclusion of gypsy‐traveller children from school in Scotland." International Journal of Inclusive Education 2, no. 4 (1998): 359–69. http://dx.doi.org/10.1080/1360311980020407.

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Daniels, Harry, and Ted Cole. "Exclusion from school: short‐term setback or a long term of difficulties?" European Journal of Special Needs Education 25, no. 2 (2010): 115–30. http://dx.doi.org/10.1080/08856251003658652.

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McCluskey, Gillean, Ted Cole, Harry Daniels, Ian Thompson, and Alice Tawell. "Exclusion from school in Scotland and across the UK : Contrasts and questions." British Educational Research Journal 45, no. 6 (2019): 1140–59. http://dx.doi.org/10.1002/berj.3555.

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Ledwith, Valerie. "Open Enrolment and Student Sorting in Public Schools: Evidence from Los Angeles County." Environment and Planning A: Economy and Space 41, no. 5 (2009): 1109–28. http://dx.doi.org/10.1068/a4128.

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Abstract:

I examine the relationship between student mobility associated with open enrolment and student sorting in public schools in Los Angeles County and find that open enrolment provides Latino students who attend outside their neighbourhoods access to higher quality, more integrated, schools than those who remain enroled in their neighbourhood schools. However, attendance at majority-white schools continues to be highly segregated. Therefore, while open enrolment may provide some minority students with the opportunity to avoid attending a majority-minority school, it does not undo the mechanisms through which white students remain socially and spatially segregated from their minority counterparts. The lack of meaningful interracial and cross-cultural exchange during the school-age years is a worrying trend that could lead to increased polarization and social exclusion in Los Angeles and other multiethnic cities and communities.

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