Citations (22)
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Read on this site (5)
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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Rick Murphy. (2022) How children make sense of their permanent exclusion: a thematic analysis from semi-structured interviews. Emotional and Behavioural Difficulties 27:1, pages 43-57.
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Karyn A. Allee-Herndon, Dalena Dillman Taylor & Sherron Killingsworth Roberts. (2019) Putting play in its place: presenting a continuum to decrease mental health referrals and increase purposeful play in classrooms. International Journal of Play 8:2, pages 186-203.
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Matt Allwood, Kate Allen, Anna Price, Rachel Hayes, Vanessa Edwards, Susan Ball, Obioha C Ukoumunne & Tamsin Ford. (2018) The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool. Emotional and Behavioural Difficulties 23:4, pages 361-371.
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Rheanne Jalali & Gavin Morgan. (2018) ‘They won’t let me back.’ Comparing student perceptions across primary and secondary Pupil Referral Units (PRUs). Emotional and Behavioural Difficulties 23:1, pages 55-68.
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Articles from other publishers (17)
Charis L. Wahman, Tiffany Steele, Elizabeth A. Steed & Lisa Powers. (2022) “No Intervention, Just Straight Suspension”: Family perspectives of suspension and expulsion. Children and Youth Services Review 143, pages 106678.
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Katherine M. Zinsser, H. Callie Silver, Elyse R. Shenberger & Velisha Jackson. (2022) A Systematic Review of Early Childhood Exclusionary Discipline. Review of Educational Research 92:5, pages 743-785.
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Kate Allen, Lorraine Hansford, Rachel Hayes, Bryony Longdon, Matthew Allwood, Anna Price, Sarah Byford, Brahm Norwich & Tamsin Ford. (2022)
Teachers’ views on the acceptability and implementation of the Incredible Years
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Teacher Classroom Management programme in English (UK) primary schools from the STARS trial
. British Journal of Educational Psychology 92:3, pages 1160-1177.
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Claire Parker, Amelia Paget & Tamsin Ford. 2022. Mental Health and Attendance at School. Mental Health and Attendance at School
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Zhe Gigi An & Eva Horn. (2022) Through the lens of early educators: Understanding the use of expulsion and suspension in childcare programs. Early Childhood Research Quarterly 60, pages 379-389.
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Charlotte W. Greenway & Alison Rees Edwards. (2021) Teaching assistants' facilitators and barriers to effective practice working with children with ADHD: a qualitative study. British Journal of Special Education 48:3, pages 347-368.
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Damien Page. (2020) Family engagement in alternative provision. British Educational Research Journal 47:1, pages 65-84.
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Elizabeth H. Jensen & Judith R. Harrison. 2020. Social Justice for Children and Young People. Social Justice for Children and Young People
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Claire Parker, María Tejerina-Arreal, William Henley, Robert Goodman, Stuart Logan & Tamsin Ford. (2018) Are children with unrecognised psychiatric disorders being excluded from school? A secondary analysis of the British Child and Adolescent Mental Health Surveys 2004 and 2007. Psychological Medicine 49:15, pages 2561-2572.
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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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Thomas J. Gross, Jenna Duncan, Samuel Y. Kim, W. Alex Mason & Kevin P. Haggerty. (2018) Predicting School Suspension Risk from Eighth Through Tenth Grade Using the Strengths and Difficulties Questionnaire. Contemporary School Psychology 23:3, pages 270-289.
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Craig Goodall. (2019) ‘There is more flexibility to meet my needs’: Educational experiences of autistic young people in Mainstream and Alternative Education Provision. Support for Learning 34:1, pages 4-33.
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Chris Hatton. (2018) School absences and exclusions experienced by children with learning disabilities and autistic children in 2016/17 in England. Tizard Learning Disability Review 23:4, pages 207-212.
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A. Paget, C. Parker, J. Heron, S. Logan, W. Henley, A. Emond & T. Ford. (2018) Which children and young people are excluded from school? Findings from a large British birth cohort study, the Avon Longitudinal Study of Parents and Children (ALSPAC). Child: Care, Health and Development 44:2, pages 285-296.
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T. Ford, C. Parker, J. Salim, R. Goodman, S. Logan & W. Henley. (2017) The relationship between exclusion from school and mental health: a secondary analysis of the British Child and Adolescent Mental Health Surveys 2004 and 2007. Psychological Medicine 48:4, pages 629-641.
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Janina Brede, Anna Remington, Lorcan Kenny, Katy Warren & Elizabeth Pellicano. (2017) Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school. Autism & Developmental Language Impairments 2, pages 239694151773751.
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