Exploring Internal Exclusion in Mainstream Secondary Schools: The Views and Experiences of Teachers, and Young People with SEND

Abstract

Internal exclusion (IE) is common practice in many secondary schools but is largely unregulated and unmonitored by external organisations such as Ofsted (Sealy et al., 2021). There is an increased likelihood of being excluded from school for those with identified special educational needs and disabilities (SEND; Department for Education [DfE], 2023). There has been little research into IE, especially for adolescents with SEND. This research aimed to address this gap. The central aim of this research was to explore how IE is used in English mainstream secondary schools for adolescents with SEND and how effective it is perceived to be. This thesis comprises of two studies:

Study one aimed to explore the views of teachers and how they use IE for adolescents with social, emotional and mental health (SEMH) needs. To do this, semi-structured interviews were used to gather the views of seven mainstream secondary school teachers. Thematic analysis was carried out, which generated four themes about how IE is implemented for adolescents with SEMH needs: Adapting approach to IE; Identification of need is key; The system; Priorities. Three final themes about the perceived effectiveness of IE for adolescents with SEMH needs were generated: Parameters around IE working; Limited effectiveness of IE for adolescents with SEMH needs; ‘Wanting’ to go to IE. Study two aimed to explore the views and experiences of adolescents with SEND who have experienced IE. Semi-structured interviews were used to gather the views of seven adolescents with SEND. Thematic analysis generated three themes about their views and experiences of IE: Power, Losses and Dichotomies. Two themes were developed about the perceived effectiveness of IE: Lack of deterrent and Individual differences.

Findings emphasise the importance of considering power in the school system, identifying needs, and challenging practices which may be perceived as being ineffective. This study provides original, new understanding and has implications for educational psychology and school practice. The main implication for practice involves reflective questions which could be used to support conversations around the implementation and effectiveness of IE for adolescents with SEND.