Young People's Place-based Stories of School Exclusion

Developing a community-based response.

Data shows that those most likely to be excluded from school are: Irish Travellers; Gypsy/Roma Travellers; Black Caribbean; White and Black Caribbean; those who need SEN support and those who need free school meals. Different levels of exclusion differ between and within regions. The highest levels are in the North West and East, South West and West Midlands, with some areas of London matching these. School exclusion has long-term effects on a young person's life course and society. Concerns about exclusions and the role of alternative provisions have generated numerous government inquiries. However, to date, there were no significant research projects that prioritise young people's voices and brings together community agencies to work with young people to develop appropriate responses. 

The project addresses the issue of school exclusion as a place-based inequality, using theatre and storytelling to prioritise young people's voices and to engage with community organisations. The stories were from the experience of young people excluded from school and being educated in alternative provisions in two areas of disadvantage: Blackpool and Tower Hamlets. Blackpool has seven times the national average of school exclusions and the highest in the country (IPPR, 2017). Tower Hamlets provides a geographical contrast to Blackpool, where school exclusions are twice the national average and has more young people on free school meals than Blackpool. The stories were presented to the local community, consisting of social workers; local authorities; groups concerned with gender, homophobia, poverty, racism and special needs; housing groups; business; parent groups; police and young justice; and those working in schools and alternative provision. The meetings focussed on the question:

1. How do we as a community address issues of exclusion? 

Responses involved identifying the 'assets' in the local community to address the issues raised by young people and possible ways forward. 

A report and a digital toolkit were produced, detailing the stories and research process. This was disseminated as resources to those working in the area of school exclusion, such as: researchers, ITE classes, continuing professional development for teachers and policymakers.