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British Journal of Educational Studies Volume 58, 2010 - Issue 3
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Articles

The Role of School Exclusion Processes in the Re-Production of Social and Educational Disadvantage

Louise Gazeley University of SussexCorrespondence[email protected]
Pages 293-309 | Published online: 23 Apr 2010

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Rebecca Dean & Simon Gibbs. (2023) Teacher collective efficacy and the management of difficult behaviour: the role of student-teacher relationships. Educational Psychology in Practice 39:3, pages 273-293.
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Marie Caslin. (2023) We may be listening but are we ready to hear? A reflection of the challenges encountered when seeking to hear the educational experiences of excluded young people within the confines of the English education system. International Journal of Research & Method in Education 46:1, pages 83-97.
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Elizabeth J. Done & Helen Knowler. (2022) A tension between rationalities: “off-rolling” as gaming and the implications for head teachers and the inclusion agenda. Educational Review 74:7, pages 1322-1341.
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Victoria Feingold & Janet Rowley. (2022) Journeys of endurance: stories of exclusion from pupils, caregivers and school professionals. Emotional and Behavioural Difficulties 27:4, pages 310-329.
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Sally Power & Chris Taylor. (2022) Classroom exclusions: patterns, practices, and pupil perceptions. International Journal of Inclusive Education 0:0, pages 1-15.
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Sofia Moutiaga & Ioanna Papavassiliou-Alexiou. (2022) Promoting professional development of secondary school teachers in Greece: in-school training in managing student behaviour. Teacher Development 26:4, pages 492-513.
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Sarah Martin-Denham. (2021) Alternatives to school exclusion: interviews with headteachers in England. Emotional and Behavioural Difficulties 26:4, pages 375-393.
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Feyisa Demie. (2021) The experience of Black Caribbean pupils in school exclusion in England. Educational Review 73:1, pages 55-70.
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Sarah Martin-Denham. (2020) Riding the rollercoaster of school exclusion coupled with drug misuse: the lived experience of caregivers. Emotional and Behavioural Difficulties 25:3-4, pages 244-263.
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Sally Power & Chris Taylor. (2020) Not in the classroom, but still on the register: hidden forms of school exclusion. International Journal of Inclusive Education 24:8, pages 867-881.
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Gemma Atkinson & Janet Rowley. (2019) Pupils’ views on mainstream reintegration from alternative provision: a Q methodological study. Emotional and Behavioural Difficulties 24:4, pages 339-356.
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Marie Caslin. (2019) ‘I have got too much stuff wrong with me’ – an exploration of how young people experience the Social, Emotional and Behavioural Difficulties (SEBD) label within the confines of the UK education system. Emotional and Behavioural Difficulties 24:2, pages 167-180.
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Andrew Malcolm. (2019) Turning points in a qualitatively different social space: young adults’ reflections of alternative provision. Emotional and Behavioural Difficulties 24:1, pages 84-99.
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Aina Tarabini, Judith Jacovkis & Alejandro Montes. (2018) Factors in educational exclusion: including the voice of the youth. Journal of Youth Studies 21:6, pages 836-851.
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Andrew Malcolm. (2018) Exclusions and alternative provision: piecing together the picture. Emotional and Behavioural Difficulties 23:1, pages 69-80.
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Christopher Bagley & Susan Hallam. (2015) Managed moves: school and local authority staff perceptions of processes, success and challenges. Emotional and Behavioural Difficulties 20:4, pages 432-447.
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Louise Gazeley, Tish Marrable, Chris Brown & Janet Boddy. (2015) Contextualising Inequalities in Rates of School Exclusion in English Schools: Beneath the ‘Tip of the Ice-Berg’. British Journal of Educational Studies 63:4, pages 487-504.
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Naomi Rudoe. (2014) School exclusion and educational inclusion of pregnant young women. Ethnography and Education 9:1, pages 66-80.
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Louise Gazeley & Máiréad Dunne. (2013) Initial Teacher Education programmes: providing a space to address the disproportionate exclusion of Black pupils from schools in England?. Journal of Education for Teaching 39:5, pages 492-508.
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Louise Gazeley. (2012) The impact of social class on parent–professional interaction in school exclusion processes: deficit or disadvantage?. International Journal of Inclusive Education 16:3, pages 297-311.
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Articles from other publishers (15)

Aimee Neaverson & Abbie Lake. (2023) Barriers experienced with multi-agency responses to county line gangs: a focus group study. Journal of Children's Services 18:1, pages 61-77.
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Sung Hyeon Cheon, Johnmarshall Reeve & Herbert W. Marsh. (2023) Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention. Journal of Sport & Exercise Psychology 45:1, pages 26-40.
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Rebecca Dean. (2022) School-wide interventions for reducing disciplinary exclusion from mainstream secondary schools: A systematic review. Educational and Child Psychology 39:3, pages 22-40.
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Lindsey Liston. (2022) ‘Prepped for prison’? Experiences of exclusionary school practices and involvement with the justice system. Irish Journal of Sociology 30:3, pages 244-263.
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Judith Jacovkis, Alejandro Montes & Xavier Rambla. (2022) When Arriving Is Not Enough—Constraints in Access to Education and Employment Opportunities for Migrant Youth. Societies 12:3, pages 95.
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Osman AKTAN & Yusuf BUDAK. (2021) TAKIM DESTEKLİ BİREYSELLEŞTİRME TEKNİĞİNİN KAYNAŞTIRMA EĞİTİMİ UYGULAMALARI MATEMATİK DERSİNDE UYGULANMASINA YÖNELİK ÖĞRENCİ GÖRÜŞLERİSTUDENTS' OPINIONS ON THE APPLICATION OF TEAM-ASSISTED INDIVIDUALIZATION TECHNIQUE IN MATHEMATICS COURSE IN INCLUSIVE EDUCATION PRACTICES. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi:43, pages 187-215.
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Sarah Martin‐Denham. (2021) School exclusion, substance misuse and use of weapons: an interpretative phenomenological analysis of interviews with children. Support for Learning 36:4, pages 532-554.
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Boyd Rebekah. (2021) Black boys’ experiences of exclusion and reintegration in mainstream secondary schools. Educational and Child Psychology 38:2, pages 53-70.
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Carina Embeita. (2019) Reintegration to secondary education following school exclusion: An exploration of the relationship between home and school from the perspective of parents. Educational and Child Psychology 36:3, pages 18-32.
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Ingrid Obsuth, Alex Sutherland, Aiden Cope, Liv Pilbeam, Aja Louise Murray & Manuel Eisner. (2016) London Education and Inclusion Project (LEIP): Results from a Cluster-Randomized Controlled Trial of an Intervention to Reduce School Exclusion and Antisocial Behavior. Journal of Youth and Adolescence 46:3, pages 538-557.
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Aina Tarabini. 2015. Power and Education. Power and Education 146 166 .
Ingrid Obsuth, Alex Sutherland, Liv Pilbeam, Sarah Scott, Sara Valdebenito, Rosanna Carr & Manuel Eisner. (2014) London Education and Inclusion Project (LEIP): A cluster-randomised controlled trial protocol of an intervention to reduce antisocial behaviour and improve educational/occupational attainment for pupils at risk of school exclusion. BMC Psychology 2:1.
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Jasmine Rhamie. 2014. Advancing Race and Ethnicity in Education. Advancing Race and Ethnicity in Education 230 249 .
Kim Fong Poon‐McBrayer & Philip Allen McBrayer. (2013) Parental account of support for specific learning difficulties in H ong K ong . British Journal of Special Education 40:2, pages 65-71.
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Jude Butcher, Colleen Leathley & Kristin Johnston. 2013. Back to the Future. Back to the Future 129 145 .

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