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Permanent Exclusions Aren’t Just A Last Resort – They’re One Extreme Of An ‘Exclusion Spectrum’

Exclusion should always be a last resort, says Carol Frankl – but it’s a process that often starts much earlier than you may think

Carol Frankl
by Carol Frankl
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Exclusion is a many layered concept that can be seen along a continuum. At one end, we may observe a child who is ‘excluded’ from an activity in the playground by classmates, while at the other is the youngster who is permanently excluded from a school or setting. It may seem at first glance that there is little relationship between the two extremes, but on close examination, small social exclusions can grow into a series of behaviours that can culminate in a formal and permanent one.

Our role as professionals in schools is to notice, record, modify and differentiate all of the offerings both inside and outside the classroom. We must ensure that every pupil is included successfully in all aspects of school life, so that behaviours that lead to exclusion at any level are minimised. And while this may seem an enormous task, this article is aimed at helping practitioners think through some of their options.

The SEND Code of Practice recognises that poor behaviour in itself is not by default a special educational need. This is acknowledged in its renaming of this area of need as social, emotional and mental health (SEMH). It is worth noting that children with SEN are six times more likely to be excluded that those without SEN.

It is not always possible to avoid permanent exclusion from a school or setting, but it is a very grave step to take.

Children generally want to learn and like being with friends in the classroom and playground, although their words and actions may sometimes make you feel very differently! If we start from the position that ‘all behaviour has meaning’, it may be possible to reframe some of our thinking. We can be curious as to why a child behaves in a particular way, and this curiosity can lead to the generation of some very intriguing questions, which in themselves can lead to innovative ways of managing and changing unwanted behaviours that have a negative impact on pupil progress. Permanent exclusion is almost always a culmination of many events and incidents, leading to a point where the school feel they cannot effectively continue to meet a particular child’s needs. Tackling incidents of unwanted behaviour early can prevent such an escalation and enable inclusion to be a reality.

Environmental issues

Most teachers and TAs work hard to create classrooms where children feel safe to learn both in groups and individually. We know that all learning involves risk-taking, and in order to take risks, children need to be able to trust that they will be ‘held’ along their learning pathway. Vygotsky, the famous Russian child psychologist of the mid 20th century, understood the importance of the relationship between teacher and learner. The former provides the correct scaffolding for the latter to take the next steps, and understands the prerequisite skills a child will need to succeed. These factors, coupled with planning for learning that takes account of differing needs through effective differentiation, are the cornerstones of good inclusion practice in the classroom and create an environment where children can be curious and tackle new learning with confidence.

All children work well with consistent structure both in and out of the classroom. Setting clear expectations and applying them consistently is a key component of safe learning and play.

We know that children come to school from a wide variety of contexts, bringing with them different experiences, and it is important to recognise and understand these differences as part of planning for learning. Integrating learners’ experiences into teaching at whole class level, group work and partner work helps children recognise that their life experience is valued and they are being listened to.

Listen and learn

Attachment theory explains that unless a child is ‘securely attached’ to the significant care giver (often the mother) within the first two years of life, then learning and emotional development can be affected for the rest of that child’s life and into adulthood. We know from Jenny Dover’s research at the Caspari Institute that 64% of children have secure attachment going into school. There is much that can be done to support the 36% that do not, helping alleviate the difficulties they may develop in a learning environment, which are often manifested through poor behaviour and an inability to focus.

Teachers and TAs, in understanding the impact of poor attachment, can provide a secure learning environment where the child feels safe and able to learn. The key is to ‘keep the child in mind’, by attending to what children say and remembering what is going on in their lives outside school. They need to feel a sense of nurture and belonging to become successful learners.

Children with low self esteem find learning hard for many reasons, including a fear of failure. Teachers and TAs can provide an environment where it is safe to learn and where ‘mistakes’ are seen as learning opportunities. Strategies such as a ‘no hands up’ policy or the use of ‘traffic lights’, where children can indicate when more support is needed. Enable children to make choices in their learning, which is an empowering experience.

Finally, it is worth remembering that poor behaviour often feels very personal to others. It can impact negatively on the emotional wellbeing of teachers and TAs, too; adults may need be supported through difficult times with peer support groups or non managerial supervision .

There is no simple right or wrong answer to pupil exclusion. We do know that most children have good intentions in relation to learning. It is our job as adults to focus on these and provide an environment that feels safe and values individuality.

Listening carefully to children, planning how to react to unwanted behaviour and thoughtful reflection are the key to minimising incidents of exclusion for all pupils, including those with SEND.

Planning: an ABC

Challenging behaviour may serve one of several functions for children: it can be an escape from an unwanted or difficult situation, an attention seeking device, a way of getting something that a child wants, or a sensory experience that satisfies an internal need and is rewarding. Recording behaviour allows an objective analysis to take place, so planning can be more carefully targeted for pupils at risk of exclusion, tailoring the next learning experiences appropriately.

Reviewing behaviour sometimes focuses on blame and sanctions, which isn’t very helpful in addressing the next steps and gives little opportunity for repairing relationships. Using an ABC (antecedents, behaviour and consequences) sheet can improve understanding of behaviour, and lead to more effective planning as a result.

The antecedents are the things that happened immediately before the unwanted behaviour or developments over a longer period of time, say at home. The behaviour is a description of the unwanted behaviour, and the consequences are the results of the behaviour. If an ABC is completed after each incident, it helps build up a picture which can demonstrate patterns in behaviour and enables adults to identify these and plan to reduce incidents.

About the author

Carol Frankl is founder of The Southover Partnership, a regular SEN speaker, and a provider of SEN training and consultancy

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