The present research aimed to explore how exclusions and children at risk of exclusion are constructed in the discourses of educational professionals within primary school settings in North-West England. The research topic was influenced by a continued gradual increase in the rate of exclusions and suspensions across the country and different educational settings (Department for Education, 2022a). The specific research aims of the study were developed in light of available literature which demonstrated shifts in discourse of education and exclusion in educational policy, including recent contradicting discourses of inclusion and exclusion within national policy. Academic research exploring exclusionary practice demonstrated variation in practice and perceptions of exclusion by a variety of stakeholders.

Nonetheless, the present research, sought to explore how exclusions and children at risk of exclusion were constructed as objects in discourse, how subjects were positioned and any contradictions between discourses. Based on a social constructionist epistemology and the theories and seminal works of Michel Foucault, the research also explored how such constructions influenced practice in primary education. Five educational professionals, who worked within a primary school setting at the time of their involvement, were interviewed. Each interview was transcribed and analysed using Foucauldian Discourse Analysis (Pearson, 2016; Willig, 2013).

The interpretation of the data generated in this research highlighted the complexity of discourses around school exclusions and children at risk of exclusion, which are inextricably linked to contradictory constructions of education and schooling. Juxtaposing constructions of exclusions as being punishment and supportive were evident, along with the positioning of school staff and children at risk of exclusion as being ‘unable to cope’. The dominance of individualised discourses, with a discourse of abnormality were also highlighted. Subsequently, implications for the practice of educational psychologists (EPs) were shared, with particular regard to their role in challenging discourses which oppress children within the education system. Finally, recommendations into further research of the constructions of exclusions and children at risk of exclusion within different contexts were made, before reflections on the quality of the research and concluding thoughts were shared.