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School Exclusion (school + exclusion)

Distribution by Scientific Domains
Law and Criminology100%

Selected Abstracts

The Youth Crime Reduction Video Project: An Evaluation of a Pilot Intervention Targeting Young People at Risk of Crime and School Exclusion

THE HOWARD JOURNAL OF CRIMINAL JUSTICE, Issue 3 2006
LAURA BOWEY
Evaluation measures were obtained for eleven young people who participated in the intervention, which ran for six consecutive days, including an outward bound weekend. Pre- and post-test assessments show improvements in self-esteem and attitudes to crime, the police, school and education, following participation. These observed improvements are supported by the qualitative findings. However, follow-up six months later indicates that only the enhanced self-esteem was sustained over time. It is acknowledged that the findings are limited by the small-scale nature of the intervention and evaluation; nevertheless, aspects of the intervention may usefully form part of a broader intervention strategy. [source]

Young People, Crime and School Exclusion: A Case of Some Surprises

THE HOWARD JOURNAL OF CRIMINAL JUSTICE, Issue 1 2005
Philip Hodgson
Coinciding with this rise was a resurgence of the debate centring on lawless and delinquent youth. With the publication of Young People and Crime (Graham and Bowling 1995) and Misspent Youth (Audit Commission 1996) the ,common sense assumption' that exclusion from school inexorably promoted crime received wide support, with the school excludee portrayed as another latter day ,folk devil'. This article explores the link between school exclusion and juvenile crime, and offers some key findings from a research study undertaken with 56 young people who had experience of being excluded from school. Self-report interview questions reveal that whilst 40 of the young people had offended, 90% (36) reported that the onset of their offending commenced prior to their first exclusion. Moreover, 50 (89.2% of the total number of young people in the sample), stated that they were no more likely to offend subsequent to being excluded and 31 (55.4%) stated that they were less likely to offend during their exclusion period. Often, this was because on being excluded, they were ,grounded' by their parents. [source]

(Re)constructing the Head Teacher: Legal Narratives and the Politics of School Exclusions

JOURNAL OF LAW AND SOCIETY, Issue 3 2005
Daniel Monk
School exclusions are a site of political and social contestation and in recent years statutory reforms and popular demands have focused on increasing the autonomy of head teachers. This article explores this trend and questions why, in a culture of human and children's rights, head teachers have such extensive powers within their schools and why law has, to a large extent, failed to provide a check on these powers. It does so not by doctrinal analysis of domestic and human rights law but, rather, by enquiring into how legal narratives construct the role of the head teacher and by locating the practice of exclusions within a broader social and political context. It suggests that demanding that the head teacher be unfettered in his or her decisions relating to exclusions ought not to be understood as a policy of ,non-intervention' or a return to a ,reassuring' past but, rather, as a contemporary policy that reinforces the construction of excluded pupils as marginalized non-citizens. [source]

Young People, Crime and School Exclusion: A Case of Some Surprises

THE HOWARD JOURNAL OF CRIMINAL JUSTICE, Issue 1 2005
Philip Hodgson
Coinciding with this rise was a resurgence of the debate centring on lawless and delinquent youth. With the publication of Young People and Crime (Graham and Bowling 1995) and Misspent Youth (Audit Commission 1996) the ,common sense assumption' that exclusion from school inexorably promoted crime received wide support, with the school excludee portrayed as another latter day ,folk devil'. This article explores the link between school exclusion and juvenile crime, and offers some key findings from a research study undertaken with 56 young people who had experience of being excluded from school. Self-report interview questions reveal that whilst 40 of the young people had offended, 90% (36) reported that the onset of their offending commenced prior to their first exclusion. Moreover, 50 (89.2% of the total number of young people in the sample), stated that they were no more likely to offend subsequent to being excluded and 31 (55.4%) stated that they were less likely to offend during their exclusion period. Often, this was because on being excluded, they were ,grounded' by their parents. [source]