ABSTRACT

Pupils with Social Emotional and Mental Health (SEMH) needs are disproportionately excluded from schools in England. Drawing on data collected from interviews with Local Authority Education Officers in 2017/18 in a project that looked at disparities in rates of permanent exclusion across the UK, this article explores how the influence of perverse incentives in the system, as well as the potentially different primary concerns of actors involved in inter-professional work, may undermine practices of inclusion in schools, and lead to the exclusion of pupils with SEMH. The review of existing literature and current analysis presented in this article highlight a number of potential factors which may be leading to the exclusion of pupils with SEMH in England. The data analysis and proposed theoretical frameworks contribute to the knowledge on ways in which the fragmentation of the English school system has failed many SEMH learners. Our argument here is that professional communication to support pupils with SEMH requires inter-professional understanding and respect for the primary concerns of different agencies. However, in circumstances of challenge and limited resources, there is a heightened risk that pupils with SEMH can become collateral casualties of policy change evacuated to the social margins of schooling.

摘要

有社会情感和心理健康（SEMH）需求的学生不成比例地被排除在英格兰的学校之外。这项研究利用2017/18年度地方政府教育官员访谈中收集的数据研究了整个英国的永久排斥率差异，本文探讨了不正当奖励措施在该系统中的影响以及潜在的不同之处。从事跨专业工作的行为者的主要关切，可能会破坏融入学校的做法，并导致将SEMH的学生排斥在外。本文介绍的现有文献综述和当前分析重点介绍了许多潜在因素，这些因素可能导致英格兰SEMH学生被排斥在外。数据分析和提出的理论框架有助于人们了解英语学校系统的碎片化已使许多SEMH学习者失败的方式。我们在这里的论点是，为支持SEMH的学生而进行的专业交流需要专业间的理解，并尊重不同机构的主要关注。但是，在面临挑战和资源有限的情况下，SEMH的学生面临着因政策变更而流失到学校教育的边际伤亡的更大风险。