For decades, the school exclusion rates have been a cause for concern within the English education system. We have witnessed a steady increase in the numbers of pupils being excluded since 2012. Evidence suggests that some children are more likely to be excluded from school, a significant number will have had the social, emotional and behavioural difficulties label attached to them. This article will draw on the work of Parsons and Howlett (Permanent exclusions from school: A case where society is failing its children. Support for Learning, 11, 3, 109–112, 1996) to see how much, if any, progress has been made since the publication of their work which raised concerns regarding the exclusion processes employed in England. Drawing on the perspectives of pupils, parents and teachers, 13 in‐depth case studies were developed, with emphasis placed on employing innovative and creative methods to hear the voices of young people. The findings revealed that young people, their parents and teachers feel the current education system continues to fail this group of young people.

中文翻译：

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“他们刚刚放弃了我”被社会，情感和行为困难（SEBD）标记的学生如何经历被学校排斥的过程

几十年来，学校的排斥率一直是英语教育系统中令人关注的问题。自2012年以来，我们已经目睹了被排除在外的学生人数稳步增长。证据表明，一些儿童更容易被学校拒之门外，相当一部分学生将贴有他们在社会，情感和行为上所面临的困难的标签。本文将借鉴帕森斯和霍利特（Parsons and Howlett）的著作（永久性的学校排斥：社会使孩子失去子女的情况。对学习的支持，1996年第11、3、109-112页），以了解取得了多少进展（如果有的话）自从他们的工作发表以来就提出来，这引起了人们对英格兰采用的排除程序的关注。根据学生，家长和老师的观点，开发了13项深入的案例研究，重点是采用创新的方法来聆听年轻人的声音。调查结果表明，年轻人，他们的父母和老师认为当前的教育体系继续使这群年轻人不及格。