Reducing school exclusions: An evaluation of a multi-site development project

Research output: Contribution to journalArticle

Author(s)

  • G. Vulliamy
  • R. Webb

Department/unit(s)

Publication details

JournalOxford Review of Education
DatePublished - Mar 2003
Issue number1
Volume29
Number of pages16
Pages (from-to)33-49
Original languageEnglish

Abstract

The article reports the findings of an evaluation of a 1996-1999 British Home Office funded project which placed social work trained home-school support workers in comprehensive schools with the aim of reducing school exclusions. Set in the context of a review of the research evidence for the reasons for rapidly rising school exclusions in England during the 1990s, quantitative and qualitative data are analysed in relation to the impact of the project on rates of fixed-term and permanent exclusions. Exclusions were considerably reduced by a variety of strategies adopted by the support workers and over the three-year project duration permanent exclusions were cut by 25%. It is argued that teacher social workers are helpful in alleviating the conflict between the New Labour government's Standards agenda and its Inclusion agenda.

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