Thacker, Adele
(2017)
The stories told by permanently excluded female adolescents attending pupil referral units in relation to their past and future selves.
DAppEdPsy thesis, University of Nottingham.
Abstract
Department for Education statistics (DfE, 2016b) report an increase in permanent exclusion rates with exclusion also being associated with feelings of stigmatisation, rejection and shame (Harris, Vincent, Thomson, & Toalster, 2006) crime (Vulliamy & Webb, 2000) and social exclusion (Daniels, 2011).
Research relating to inclusion has focused upon excluded boys, who form the vast majority of the official exclusion figures, with girls being overlooked in school prevention strategies and research (Osler, Street, & Lall, 2002).
This research aimed to explore the stories told by permanently excluded young females in relation to their school experience. Attributions for prior misbehaviour and exclusion(s) were also explored alongside possible future selves.
An adapted version of Hiles and Cermak’s (2008) model of ‘Narrative Oriented Inquiry’ (NOI) was employed. Guided narrative interviews, supported by the use of a visual life path tool, were conducted with 3 female adolescents attending Pupil Referral Units (PRU) within a rural Local Authority.
Lieblich, Tuval-Mashiach and Ziber’s (1998) holistic-form and categorical content perspectives were applied to the data collected. Holistic form analysis considered the overall form of the story and was used to consider narrative plot lines whilst categorical content analysis permitted the identification of themes, informed by the research questions.
Narrators were found to reflect upon the transition from child-centered primary to perceived impersonal secondary settings whilst also reflecting upon the transition to PRUs. Key themes in relation to attributions emerged including feeling misunderstood and let down by their school settings, a critical period of distress at home and peer related factors such as bullying, conflict and peer pressure. The research also highlighted the potential impact of experiences and attributions upon future selves alongside the potential gender differences in the experience of school and exclusion.
The current research informs potential adaptations to education policy and procedures in order to address gender specific social, emotional and mental health difficulties. It is hoped that the research presented promotes further interest into the marginalized group of permanently excluded young females alongside promoting the practical, ethical and epistemological reasons for researching the perspectives of young people.
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