‘I get in before they do’: the impact of voice and visibility on girls’ experience of being at risk of permanent exclusion from School

References

• Agenda. 2021. Girls at Risk of Exclusion: Girls Speak Briefing Sept 2021. https://weareagenda.org/wp-content/uploads/2021/09/Girls-at-risk-of-exclusion-Agenda-briefing-September-2021.pdf.
   Google Scholar
• Allard, A., and J. McLeod. 2007. “Young Women “On the Margins”: Representation, Research and Politics.” In Learning from the Margins: Young Women, Social Exclusion and Education, edited by J. McLeod and A. Allard, 1–6. London: Routledge.
   Google Scholar
• Alldred, P., and V. Gillies. 2012. “The Ethics of Intention: Research As a Political Tool.” In Ethics in Qualitative Research, edited by J. Birch, M. Miller, T. Mauthner, and M. Jessop, 43–61, 2nd ed. London: Sage.
   Google Scholar
• Archer, L. 2004. “Extended Review.” British Journal of Sociology of Education 25 (1): 101–105. https://doi.org/10.1080/0142569032000155971.
   Web of Science ®Google Scholar
• Archer, L., A. Halsall, and S. Hollingworth. 2007. “Class, Gender, (Hetero)sexuality and Schooling: Paradoxes within Working-Class girls’ Engagement with Education and Post-16 Aspirations.” British Journal of Sociology of Education 28 (2): 165–180. https://doi.org/10.1080/01425690701192570.
   Web of Science ®Google Scholar
• Armstrong, D. 2014. “Educator Perceptions of Children Who Present with Social, Emotional and Behavioural Difficulties: A Literature Review with Implications for Recent Educational Policy in England and Internationally.” International Journal of Inclusive Education 18 (7): 731–745. https://doi.org/10.1080/13603116.2013.823245.
   Web of Science ®Google Scholar
• Arnot, M., and M. Mac an Ghaill. 2006. “Re)contextualising Gender Studies in Education.” In Gender and Education, edited by M. Arnot and M. M. an Ghaill, 1–15. London: Routledge.
   Google Scholar
• Bates, E., J. McCann, L. Kaye, and J. Taylor. 2017. ““Beyond words”: A researcher’s Guide to Using Photo Elicitation in Psychology.” Qualitative Research in Psychology 14 (4): 459–481. https://doi.org/10.1080/14780887.2017.1359352.
   Web of Science ®Google Scholar
• Benjamin, S., M. Nind, K. Hall, and J. C. K. Sheehy. 2003. “Moments of Inclusion and Exclusion: Pupils Negotiating Classroom Contexts.” British Journal of Sociology of Education 24 (5): 547–558. https://doi.org/10.1080/0142569032000127125.
   Web of Science ®Google Scholar
• Black, A. 2022. “‘But What Do the Statistics say?’ an Overview of Permanent School Exclusions in England.” Emotional & Behavioural Difficulties 27 (3): 199–219. https://doi.org/10.1080/13632752.2022.2091895.
   Web of Science ®Google Scholar
• Brown, R. 2018. Mental Health and Wellbeing Provision in Schools. London: DfE.
   Google Scholar
• Carlile, A. 2008. ““Bitchy Girls and Silly boys”: Gender and Exclusion from School.” International Journal on School Disaffection 6 (2): 30–36. https://doi.org/10.18546/IJSD.06.2.05.
   Google Scholar
• Charmaz, K. 2014. Constructing Grounded Theory. 2nd ed. London: SAGE Publications Ltd.
   Google Scholar
• Clarke, E. 2023a. Images from the Edges Girls’ Experiences of Being at Risk of Permanent Exclusion. Report Series: Learning for All. BERA: London.
   Google Scholar
• Clarke, E. 2023b. Understanding girls’ Experiences of Being at Risk of Permanent Exclusion: How Do We Get There?. London: BERA Blog.
   Google Scholar
• Clarke, G., G. Boorman, and M. Nind. 2010. “‘If They don’t Listen I Shout, and When I Shout They listen’: Hearing the Voices of Girls with Behavioural, Emotional and Social Difficulties.” British Educational Research Journal 37 (5): 765–780. https://doi.org/10.1080/01411926.2010.492850.
   Web of Science ®Google Scholar
• Clarke, G., G. Boorman, and M. Nind. 2011. ““If They don’t Listen I Shout, and When I Shout They listen”: Hearing the Voices of Girls with Behavioural, Emotional and Social Difficulties.” British Educational Research Journal 37 (5): 765–780. https://doi.org/10.1080/01411926.2010.492850.
   Web of Science ®Google Scholar
• Cole, T., G. McCluskey, H. Daniels, I. Thompson, and A. Tawell. 2019. “Factors Associated with High and Low Levels of School Exclusions: Comparing the English and Wider UK Experience.” Emotional & Behavioural Difficulties 24 (4): 374–390. https://doi.org/10.1080/13632752.2019.1628340.
   Web of Science ®Google Scholar
• Cruddas, L., and L. Haddock. 2005. “Engaging Girls Voices: Learning As Social Practice.” InProblem Girls: Understanding and Supporting Troubled and Troublesome Girls and Young Women, edited by G. Lloyd, 161–172. London: Routledge.
   Google Scholar
• Daniels, H., J. Porter, and I. Thompson. 2022. “What Counts As Evidence in the Understanding of School Exclusion in England.” Frontiers in Education 7:1–7. https://doi.org/10.3389/feduc.2022.929912.
   Google Scholar
• Department for Education. 2013. Behaviour and Discipline in Schools: Guidance for Governing Bodies. London: DfE.
   Google Scholar
• Department for Education. 2014. Mental Health and Behaviour in Schools. London: DfE.
   Google Scholar
• Department for Education. 2016. Behaviour and Discipline in Schools: Advice for Headteachers and School Staff. London: DfE.
   Google Scholar
• Department for Education. 2019a. Mental Health and Behaviour in Schools. London: DfE.
   Google Scholar
• Department for Education. 2019b. The Timpson Review of School Exclusion: Government Response. London: DfE.
   Google Scholar
• Department for Education. 2019c. Timpson Review of School Exclusions. London: DfE.
   Google Scholar
• Department for Education. 2021. Permanent Exclusions and Suspensions in England, Academic Year 2019/20. London: DfE.
   Google Scholar
• Department for Education. 2023a. Permanent Exclusions and Suspensions in England - Spring Term 21/22. London: DfE.
   Google Scholar
• Department for Education. 2023b. Secondary Accountability Measures. London: DfE.
   Google Scholar
• Done, E. J., and H. Knowler. 2020. “Painful Invisibilities: Roll Management or ‘Off-Rolling’ and Professional Identity.” British Educational Research Journal 46 (3): 516–531. https://doi.org/10.1002/berj.3591.
   Web of Science ®Google Scholar
• Done, E. J., and H. Knowler. 2021. “‘Off-rolling’ and Foucault’s Art of Visibility/Invisibility: An Exploratory Study of Senior leaders’ Views of ‘Strategic’ School Exclusion in Southwest England.” British Educational Research Journal 47 (4): 1039–1055. https://doi.org/10.1002/berj.3709.
   Web of Science ®Google Scholar
• Done, E. J., and H. Knowler. 2022. “Editorial.” Emotional & Behavioural Difficulties 27 (3): 181–184. https://doi.org/10.1080/13632752.2022.2129355.
   Web of Science ®Google Scholar
• Education Select Committee. 2018. Forgotten Children: Alternative Provision and the Scandal of Ever Increasing Exclusions - Education Committee - House of Commons. https://publications.parliament.uk/pa/cm201719/cmselect/cmeduc/342/34205.htm.
   Google Scholar
• Fazel, M., and D. Newby. 2021. “Mental Well-Being and School Exclusion: Changing the Discourse from Vulnerability to Acceptance.” Emotional & Behavioural Difficulties 26 (1): 78–86. https://doi.org/10.1080/13632752.2021.1898767.
   Web of Science ®Google Scholar
• Ferguson, L. 2019. “Children at Risk of School Dropout.” In Oxford Handbook of Children and the Law (OUP 2019), edited by J. Dwyer, 635–664. Oxford: Oxford University Press.
   Google Scholar
• Fields, J., and E. Payne. 2016. “Editorial Introduction: Gender and Sexuality Taking Up Space in Schooling.” Sex Education 16 (1): 1–7. https://doi.org/10.1080/14681811.2016.1111078.
   Web of Science ®Google Scholar
• Graham, B., C. White, and S. Potter. 2019. “School Exclusion : A Literature Review on the Continued Disproportionate Exclusion of Certain Children.” May, 117. London: DfE.
   Google Scholar
• Hall, S. 1990. Cultural identity and diaspora, edited by J. Rutherford. London: Lawrence and Wishart.
   Google Scholar
• Hazell, W. 2019, February 26. “Exclusive: Flattening the Grass ‘Frightening to watch’, Say New Sources.” The Times Educational Supplement.
   Google Scholar
• Hernandez-Albujar, Y. 2007. “The Symbolism of Video: Exploring Migrant Mothers’ Experiences.” InVisual Research Methods: Image, Society and Representation, edited by G. Stanczak, 281–307. London: Sage.
   Google Scholar
• Humphrey, N., A. Lendrum, and M. Wigelsworth. n.d. Social and Emotional Aspects of Learning (SEAL) Programme in Secondary Schools: National Evaluation. London: DfE.
   Google Scholar
• Jones, R., J. Kreppner, F. Marsh, and B. Hartwell. 2023. “Punitive Behaviour Management Policies and Practices in Secondary Schools: A Systematic Review of Children and Young people’s Perceptions and Experiences.” Emotional & Behavioural Difficulties 28:1–16.
   Web of Science ®Google Scholar
• Kane, J., G. Lloyd, G. Mccluskey, S. Riddell, J. Stead, and E. Weedon. 2004. Restorative Practices in Three Scottish Councils Final Report of the Evaluation of the First Two Years of the Pilot. https://www.gov.scot/Resource/Doc/196078/0052553.pdf.
   Google Scholar
• Kohli, W., and N. Burbules. 2013. Feminism and Educational Research. London: Rowman & Littlefield Publishers Inc.
   Google Scholar
• Kulz, C. 2018. “Race Ethnicity and Education Mapping Folk Devils Old and New Through Permanent Exclusion from London Schools.” Race Ethnicity and Education 22 (1): 93–109. https://doi.org/10.1080/13613324.2018.1497961.
   Web of Science ®Google Scholar
• Lloyd, G. 2005a. “EBD Girls” - a Critical View.” In Problem Girls: Understanding and Supporting Troubled Girls and Troublesome Women, edited by G. Lloyd, 129–146. London: Routledge.
   Google Scholar
• Lloyd, G. 2005b. “Introduction: Why We Need a Book About “Problem” Girls.” In Problem Girls: Understanding and Supporting Troubled and Troublesome Girls and Young Women, edited by G. Lloyd, 1–9. London: Routledge.
   Google Scholar
• Martin-Denham, S. 2021. “School Exclusion, Substance Misuse and Use of Weapons: An Interpretative Phenomenological Analysis of Interviews with Children.” Support for Learning 36 (4): 532–554. https://doi.org/10.1111/1467-9604.12379.
   Web of Science ®Google Scholar
• McCluskey, G. 2008. “Exclusion from School: What Can “Included” Pupils Tell Us?” British Educational Research Journal 34 (4): 447–466. https://doi.org/10.1080/01411920701609331.
   Web of Science ®Google Scholar
• McCluskey, G., T. Cole, H. Daniels, I. Thompson, and A. Tawell. 2019. “Exclusion from School in Scotland and Across the UK: Contrasts and Questions.” British Educational Research Journal 45 (6): 1140–1159. https://doi.org/10.1002/berj.3555.
   Web of Science ®Google Scholar
• Mills, M., and P. Thomson. 2022. “English Schooling and Little E and Big E Exclusion: What’s Equity Got to Do with It?” Emotional & Behavioural Difficulties 27 (3): 185–198. https://doi.org/10.1080/13632752.2022.2092273.
   Web of Science ®Google Scholar
• Munn, P., and G. Lloyd. 2005. “Exclusion and Excluded Pupils.” British Educational Research Journal 31 (2): 205–221. https://doi.org/10.1080/0141192052000340215.
   Web of Science ®Google Scholar
• Murphy, R. 2022. “How Children Make Sense of Their Permanent Exclusion: A Thematic Analysis from Semi-Structured Interviews.” Emotional & Behavioural Difficulties 27 (1): 43–57. https://doi.org/10.1080/13632752.2021.2012962.
   Web of Science ®Google Scholar
• Nind, M., G. Boorman, and G. Clarke. 2012. “Creating Spaces to Belong: Listening to the Voice of Girls with Behavioural, Emotional and Social Difficulties Through Digital Visual and Narrative methods. International.” International Journal of Inclusive Education 16 (7): 643–656. https://doi.org/10.1080/13603116.2010.495790.
   Web of Science ®Google Scholar
• Oliffe, J. L., and J. L. Bottorff. 2007. “Further Than the Eye Can See? Photo Elicitation and Research with Men.” Qualitative Health Research 17 (6): 850–858. https://doi.org/10.1177/1049732306298756.
   PubMed Web of Science ®Google Scholar
• Ortega-Alcázar, I., and I. Dyck. 2012. “Migrant Narratives of Health and Well-Being: Challenging ‘Othering’ Processes Through Photo-Elicitation Interviews.” Critical Social Policy 32 (1): 106–125. https://doi.org/10.1177/0261018311425981.
   Web of Science ®Google Scholar
• Osler, A. 2006. “Excluded Girls: Interpersonal, Institutional and Structural Violence in Schooling.” Gender and Education 18 (6): 571–589. https://doi.org/10.1080/09540250600980089.
   Web of Science ®Google Scholar
• Osler, A. 2010. “Girls and Exclusion: Why Are We Overlooking the Experiences of Half of the School Population?” In Did They Get it Right? School Exclusions and Race Equality, edited by D. Weekes-Bernard, 27–29. London: Runnymede Trust.
   Google Scholar
• Osler, A., C. Street, M. Lall, and K. Vincent. 2002. Girls and Exclusion from School. https://www.jrf.org.uk/report/girls-and-exclusion-school.
   Google Scholar
• Osler, A., and K. Vincent. 2003. Girls and Exclusion: Rethinking the Agenda. London: Routledge.
   Google Scholar
• Perraudin, F. 2019, March 16. “Academy Trust Accused of Using Assemblies to Intimidate Students.” The Guardian.
   Google Scholar
• Perryman, J. 2022. Teacher Retention in an Age of Performative Accountability. London: Routledge.
   Google Scholar
• Pink, S. 2001. “More Visualising, More Methodologies: On Video, Reflexivity and Qualitative Research.” The Sociological Review 49 (4): 586–599. https://doi.org/10.1111/1467-954X.00349.
   Web of Science ®Google Scholar
• Pirrie, A., and G. Macleod. 2009. Emotional and Behavioural Difficulties Locked Out: Researching Destinations and Outcomes for Pupils Excluded from Special Schools and Pupil Referral Units. https://doi.org/10.1080/13632750903073343.
   Google Scholar
• Porter, J., and J. Ingram. 2021. “Changing the Exclusionary Practices of Mainstream Secondary Schools: The Experience of Girls with SEND. ‘I Have Some Quirky Bits About Me That I Mostly Hide from the World.” Emotional & Behavioural Difficulties 26 (1): 60–77. https://doi.org/10.1080/13632752.2021.1900999.
   Web of Science ®Google Scholar
• Ringrose, J. 2007. “Successful Girls? Complicating Post‐Feminist, Neoliberal Discourses of Educational Achievement and Gender Equality.” Gender and Education 19 (4): 471–489. https://doi.org/10.1080/09540250701442666.
   Web of Science ®Google Scholar
• Rose, J., L. McGuire-Snieckus, and R. Gilbert. 2015. “Emotion Coaching - A Strategy for Promoting Behavioural Self-Regulation in Children/Young People in Schools: A Pilot Study.” European Journal of Social & Behavioural Sciences 13 (2): 1766–1790. https://doi.org/10.15405/ejsbs.159.
   Google Scholar
• Russell, L., and P. Thomson. 2011. “Girls and Gender in Alternative Education Provision.” Ethnography and Education 6 (3): 293–308. https://doi.org/10.1080/17457823.2011.610581.
   Google Scholar
• Social Finance. 2020. Maximising Access to Education: Who’s at Risk of Exclusion?. London: Social Finance Ltd.
   Google Scholar
• Tejerina-Arreal, M., C. Parker, A. Paget, W. Henley, S. Logan, A. Emond, and T. Ford. 2020. “Child and Adolescent Mental Health Trajectories in Relation to Exclusion from School from the Avon Longitudinal Study of Parents and Children.” Child and Adolescent Mental Health 25 (4): 217–223. https://doi.org/10.1111/camh.12367.
   PubMed Web of Science ®Google Scholar
• Thompson, I., A. Tawell, and H. Daniels. 2021. “Conflicts in Professional Concern and the Exclusion of Pupils with SEMH in England.” Emotional & Behavioural Difficulties 26 (1): 31–45. https://doi.org/10.1080/13632752.2021.1898769.
   Web of Science ®Google Scholar
• Tierney, T., and R. Dowd. 2000. “The Use of Social Skills Groups to Support Girls with Emotional Difficulties in Secondary Schools.” Support for Learning 15 (2): 82–85. https://doi.org/10.1111/1467-9604.00151.
   Google Scholar
• Warrington, M., and M. Younger. 2011. “‘Life Is a tightrope’: Reflections on Peer Group Inclusion and Exclusion Amongst Adolescent Girls and Boys.” Gender and Education 23 (2): 153–168. https://doi.org/10.1080/09540251003674121.
   Web of Science ®Google Scholar
• Whitehouse, M. 2022. “Illegal School Exclusion in English Education Policy.” Emotional & Behavioural Difficulties 27 (3): 220–230. https://doi.org/10.1080/13632752.2022.2092274.
   Web of Science ®Google Scholar
• Wright, C., D. Weekes, and A. McGlaughlin. 2000. “Race”, Class and Gender in Exclusion from School. London: Falmer Press.
   Google Scholar