Alternatives to Exclusion from School by Professor Pamela Munn

Nonfiction 2

By Professor Pamela Munn

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27 schools excluded pupils for three days or less. Thus these schools were low excluders in terms of times excluded but not necessarily the lowest in terms of schooling lost. The brevity of exclusion is itself a way of defining low exclusion. There were ten schools altogether which could be thought of as low excluders because exclusions lasted for a total of three or fewer school days. Eight of these schools described their pupil socio-economic sta­ tus as 'relatively prosperous' or as 'neutral'; only one described it as 'disadvantaged'.

E­ Mrs P. • Matthew hates school and hates his teacher • one-ta-one attention M >< • docs not like authority • more choice about what to do C) • does not accept respo�sibility for his own ;: V> 0· behaviour ::s • egocentric 'he thinks about nothing but � himself and he's very selfish' • inconsistency at home • a few personal problems, a bit of jealousy of • 'just the way he is' ;:j en � his younger brother � Michael N. • anger (at having mousse squirted on him) (age 13) • anger (at teacher shouting at him unfairly) • root of anger is violent abuse of his mother • anger management (by his dad) and sexual abuse of his sister • (by his step dad) • to move away from area (Le.

G. • sense of injustice - other pupils teased him playing football with new friends for living in a women's refuge (with his mother and sister) fresh start) • own decision to work hard and to Mrs N. e. g. maths) • • • port centre allow him to work on his own in support centre to 'cool off' sessions with the psychologist praise where praise is due consistency between home and school about behaviour (helped by use of conduct sheet to be signed by mother t"rl >< '" ;:; each night) V> o· ;: '" ;: "'­ t"rl Jean A.

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