What helps children in a pupil referral unit (PRU)? An exploration into the potential protective factors of a PRU as identified by children and staff

Abstract

Previous studies have focused on the views of excluded children or those finding themselves in Pupil Referral Units (PRUs). Few, however, have focused on exploring views from a resilience perspective. Studies linked to resilience have tended to focus on exploring factors through quantitative rather than qualitative measures. This piece of research aimed to explore the potential protective factors of one PRU through the valuable voices of children and staff. The views of six children aged between 9 and 13 years, all with varying forms of behavioural, emotional and social difficulties, and partway through a PRU placement, were explored through semi-structured interviews supported by the use of tools and techniques to facilitate discussion. The views of four staff members were also obtained. Findings reveal the powerful perspectives that children and young people can bring in relation to what might be helping them within a particular environment. A number of potential protective factors, both within the environment and within-child factors that may operate as mechanisms in fostering positive social and academic outcomes, are identified. Implications of these findings for professional practice, and for children finding themselves in PRU provision, are discussed, with a focus on reintegration and the potential impact of changing environments for these children.

Keywords:

• educational resilience
• protective factors
• environment
• Pupil Referral Unit (PRU)
• Short Stay School
• pupil views
• qualitative
• interviews
• thematic analysis

Acknowledgements

Special thanks to the staff and children at the PRU for being so warm and welcoming and for their time in taking part in interviews.