Many children and young people (CYP) have positive experiences in mainstream education, however, for some this is disrupted through the process of exclusion. Exclusion rates, particularly in secondary school in England, have been and remain a significant concern (Black, 2022); for some young people, their education is defined by numerous experiences of exclusion in the form of multiple fixed-term exclusions (FTEs). The negative effects of exclusion are well-documented (IntegratED, 2021) and there is an acknowledgement of the complex and interrelated factors contributing to exclusion (Timpson, 2019).
The process of reintegrating pupils back into the school environment after an exclusion is complex and challenging (Lawrence, 2011; Thomas, 2015). The importance of relationships and a sense of belonging are highlighted in the exclusion and reintegration literature (Atkinson & Rowley, 2019; Thomas, 2015), however, the dynamics of pupils’ social relationships are under-explored in the literature. This study examined pupils’ lived experiences of multiple FTEs and reintegration and their peer relationships within the context of exclusion and reintegration.
This study used semi-structured interviews to explore the experiences of 12 secondary aged pupils, 7 males and 5 females, across two inner city boroughs. The data were analysed using thematic analysis (TA) and five themes were identified within the data. Findings suggested that peer relationships play a key role in the exclusion and reintegration cycle, influencing pupils’ behaviour but also providing a source of support. In addition, the study suggests that pupils get stuck in a negative cycle of exclusion, related to their primary-secondary transition, the reputation they develop and a lack of understanding of the underlying factors contributing to their behaviour. The findings emphasise the role of a key trusted adult and opportunities for pupils to take an active role in decisions about their education. They suggest a solutions-focused, strengths-based approach is needed, with the consideration of how to support pupils’ social relationships and enhance their sense of belonging within school communities.
The strengths and limitations of this research are highlighted. Implications for school practice and Educational Psychologists (EPs), including directions for further research, are discussed.