Mairi Ann Cullen
Biographic Data
| ID | 6154903 |
|---|---|
| NAME | Mairi Ann Cullen |
| GIVEN NAMES | Mairi Ann |
| FAMILY NAME | Cullen |
| SIGNATURE | CULLEN M A |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0002-6792-9928 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Young people’s right to appeal to the English First-tier Tribunal (Special Educational Needs and Disability)
In England, young people past compulsory school age (the end of the academic year in which they turned 16) were given new rights under the Children and Families Act, 2014. This article focuses on their rights in relation to education, health and care (EHC) plans, particularly the right to request an assessment of their special educational needs (SEN) and to challenge decisions relating to their EHC plan by making an appeal to the First-tier Tribu…
The impact of mediation on resolution of disagreements around special educational needs
Under England’s Children and Families Act 2014, local authorities (LAs) have a statutory responsibility to provide an independent mediation service for cases of disagreement between parents or young people and the LAs where parents or the young person are considering an appeal to the First-tier Tribunal Special Educational Needs (SEN) and DisabilityWe examined the effectiveness and cost effectiveness of mediation in resolving such disagreements w…
Engaging Parents in Parentline Plus’ Time to Talk Community Programme as Part of England’s Teenage Pregnancy Strategy
Based on 65 interviews with professionals and parents conducted during 2007–2008, this 16‐month, mainly qualitative evaluation of Parentline Plus’ Time to Talk Community Programme (a preventative initiative within England’s teenage pregnancy strategy) found that a community development approach and an ethos of partnership with parents and professionals facilitated engagement. Respectful and realistic implementation involved skilled workers buildi…
Supporting fathers to engage with their children's learning and education
The Parent Support Adviser (PSA) role, piloted in 2006–2008 in 20 local authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children's school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children's schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their li…
What happens to pupils permanently excluded from special schools and pupil referral units in England
There is widespread consensus in the research and policy‐related literature over the last decade that young people who have been permanently excluded from school are at a far greater risk of a variety of negative outcomes than young people who have not had this experience. These negative outcomes include prolonged periods out of education and/or employment; poor mental and physical health; involvement in crime; and homelessness. This article pres…
Exclusion from school
This paper reports research on the nature and extent of exclusion from school in Scotland 1994-6. The research involved: documentary analysis of local authority policies on exclusion, supplemented by telephone interviews with officials responsible for the operation of policy; a survey of 176 headteachers; an analysis of information about 2,710 excluded pupils; and case studies of eight secondary and four primary schools. A wide variation in local…
Exclusion from School
Exclusion from school has potentially serious consequences for young people. Their opportunities for academic achievement are curtailed, thereby reducing their chances of gaining educational qualifications and thus progression to further or higher education or into direct employment. Furthermore, exclusion may adversely influence a young person's sense of belonging, self-esteem and general socialisation into acceptable behaviour. The article repo…
What happens to pupils permanently excluded from special schools and pupil referral units in England
There is widespread consensus in the research and policy‐related literature over the last decade that young people who have been permanently excluded from school are at a far greater risk of a variety of negative outcomes than young people who have not had this experience. These negative outcomes include prolonged periods out of education and/or employment; poor mental and physical health; involvement in crime; and homelessness. This article pres…
Exclusion from school
This paper reports research on the nature and extent of exclusion from school in Scotland 1994-6. The research involved: documentary analysis of local authority policies on exclusion, supplemented by telephone interviews with officials responsible for the operation of policy; a survey of 176 headteachers; an analysis of information about 2,710 excluded pupils; and case studies of eight secondary and four primary schools. A wide variation in local…
Young people’s right to appeal to the English First-tier Tribunal (Special Educational Needs and Disability)
In England, young people past compulsory school age (the end of the academic year in which they turned 16) were given new rights under the Children and Families Act, 2014. This article focuses on their rights in relation to education, health and care (EHC) plans, particularly the right to request an assessment of their special educational needs (SEN) and to challenge decisions relating to their EHC plan by making an appeal to the First-tier Tribu…
The impact of mediation on resolution of disagreements around special educational needs
Under England’s Children and Families Act 2014, local authorities (LAs) have a statutory responsibility to provide an independent mediation service for cases of disagreement between parents or young people and the LAs where parents or the young person are considering an appeal to the First-tier Tribunal Special Educational Needs (SEN) and DisabilityWe examined the effectiveness and cost effectiveness of mediation in resolving such disagreements w…
Supporting fathers to engage with their children's learning and education
The Parent Support Adviser (PSA) role, piloted in 2006–2008 in 20 local authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children's school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children's schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their li…
Exclusion from School
Exclusion from school has potentially serious consequences for young people. Their opportunities for academic achievement are curtailed, thereby reducing their chances of gaining educational qualifications and thus progression to further or higher education or into direct employment. Furthermore, exclusion may adversely influence a young person's sense of belonging, self-esteem and general socialisation into acceptable behaviour. The article repo…
Exclusion from school
This paper reports research on the nature and extent of exclusion from school in Scotland 1994-6. The research involved: documentary analysis of local authority policies on exclusion, supplemented by telephone interviews with officials responsible for the operation of policy; a survey of 176 headteachers; an analysis of information about 2,710 excluded pupils; and case studies of eight secondary and four primary schools. A wide variation in local…
Supporting fathers to engage with their children's learning and education
The Parent Support Adviser (PSA) role, piloted in 2006–2008 in 20 local authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children's school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children's schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their li…
What happens to pupils permanently excluded from special schools and pupil referral units in England
There is widespread consensus in the research and policy‐related literature over the last decade that young people who have been permanently excluded from school are at a far greater risk of a variety of negative outcomes than young people who have not had this experience. These negative outcomes include prolonged periods out of education and/or employment; poor mental and physical health; involvement in crime; and homelessness. This article pres…
Engaging Parents in Parentline Plus’ Time to Talk Community Programme as Part of England’s Teenage Pregnancy Strategy
Based on 65 interviews with professionals and parents conducted during 2007–2008, this 16‐month, mainly qualitative evaluation of Parentline Plus’ Time to Talk Community Programme (a preventative initiative within England’s teenage pregnancy strategy) found that a community development approach and an ethos of partnership with parents and professionals facilitated engagement. Respectful and realistic implementation involved skilled workers buildi…
Young people’s right to appeal to the English First-tier Tribunal (Special Educational Needs and Disability)
In England, young people past compulsory school age (the end of the academic year in which they turned 16) were given new rights under the Children and Families Act, 2014. This article focuses on their rights in relation to education, health and care (EHC) plans, particularly the right to request an assessment of their special educational needs (SEN) and to challenge decisions relating to their EHC plan by making an appeal to the First-tier Tribu…
The impact of mediation on resolution of disagreements around special educational needs
Under England’s Children and Families Act 2014, local authorities (LAs) have a statutory responsibility to provide an independent mediation service for cases of disagreement between parents or young people and the LAs where parents or the young person are considering an appeal to the First-tier Tribunal Special Educational Needs (SEN) and DisabilityWe examined the effectiveness and cost effectiveness of mediation in resolving such disagreements w…
Political science (7 works) · Public relations (6 works) · Sociology (5 works) · Psychology (4 works) · Diverse Education Studies and Reforms (3 works) · Law (3 works) · Law (3 works) · Medical education (3 works) · Medicine (3 works) · Parental Involvement in Education (3 works)