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ABSTRACT
Sweden uses municipally run pupil referral units (PRUs) for students displaying emotional behavioural difficulties (EBD). This study investigates one Swedish municipality where transfers of students to PRUs were related to school practices favouring either inclusion or exclusion. A purposeful sampling procedure was used to select three elementary schools with regard to their success (school A) or failure (B and C) in keeping pupils with problematic behaviours at school. These three schools are in catchment areas with similar socio-economic conditions. A mixed methods research design was combined with comparative case studies in a retroductive approach. School A had only one pupil transferred to a PRU in 10 years, whereas such transfers from B and C were almost tenfold. School A distinguished itself from the other two schools by its number of inclusive qualities. This school succeeded in keeping almost all students without depriving other students of their rightful learning.
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No potential conflict of interest was reported by the author.
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Notes on contributors
Johan Malmqvist
Johan Malmqvist is an associate professor of special needs education. His main research interests are inclusive education, students in need of special support and students with disabilities. At present he is working with one research study about students with adhd in Swedish schools. He is also studying interventions in four schools over time in another research project. The objective with the interventions is to raise academic achievement in schools with low results on national assessments. He also teaches in special needs education at Jönköping university.