Voices from the edge
Girls' experiences of being at risk of permanent exclusion
Bibliographic Data
| ID | 11160366 |
|---|---|
| Authors | Emma Clarke (0009-0004-2275-0723, Department of Education University of York York UK, corresponding author) |
| Year | 2024 |
| Volume | 50 |
| Issue | 2 |
| Pages | 855-875 |
| Publication date | 2024-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3956 |
| OpenAlex | W4390268437 |
| Language | EN |
| Citations received | 7 |
| References cited | 61 |
This paper considers the experiences of education for girls at risk of permanent exclusion from mainstream secondary schools in England. The number of girls being permanently excluded from school is a growing issue, and data suggests that girls are being excluded at a percentage rate which exceeds boys, yet they have continued to receive comparatively little attention, either in policy, research or the media. This study uses ecomapping and semi‐structured interviews to examine the challenges girls face and the resources they use to address or ameliorate them. The paper provides an overview of the data collected, considers how the prevalent challenges reported by girls compare to existing research and suggests a number of approaches which could be taken to support girls. It reflects on girls' lack of visibility and voice in policy and research on school exclusions, how this has continued to affect the services and support available to them, and schools' responses to their behaviour. It concludes by reviewing the recommendations previous studies have advocated to support girls at risk of exclusion and reflects on the progress made towards these, noting how current issues of school funding, teacher recruitment and attrition, performativity and accountability have impacted on the scope of action it is possible for individual schools to take
Accountability · At-risk students · Attrition · Mainstream · Mainstreaming · Pedagogy · Political science · Public relations · Sociology · Special education · Teachable moment · Unintended consequences · Children's Rights and Participation · Education Discipline and Inequality · Homelessness and Social Issues · Medicine · Psychology
Systemic vulnerability as a lens to explore young people’s experiences of transition from alternative provision settings to post-16 mainstream education
Breaking point
Through their eyes
Relational and feminist pedagogic approaches for developing engagement and inclusion of girls at risk of exclusion in England
What works in internal alternative provision? A salutogenic analysis
GCSE attainment in alternative provision ( AP )
The GCSE attainment gap
Managerialism and teacher professional identity
The challenge of defining wellbeing
Research design
What Counts as Evidence in the Understanding of School Exclusion in England
Reframing teacher education in England
Girls and Exclusion
The Routledge International Companion to Emotional and Behavioural Difficulties
Ethics in Qualitative Research
Doing Feminist Research
Educator perceptions of children who present with social, emotional and behavioural difficulties
The Trouble with Bullying – Deconstructing the Conventional Definition of Bullying for a Child‐centred Investigation into Children's Use of Social Media
Girls and gender in alternative education provision
Beyond words”
Addressing the wicked problem of behaviour in schools
Creating spaces to belong
Behaviour, classroom management and student ‘control’
Excluded girls
Extended Review
Migrant narratives of health and well-being
Exclusion from school
If they don't listen I shout, and when I shout they listen’
Embracing vulnerability
What Motivates People to Teach, and Why Do They Leave? Accountability, Performativity and Teacher Retention
Successful girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality
A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform
Further Than the Eye Can See? Photo Elicitation and Research With Men
More Visualising, More Methodologies
Let Their Voices Be Seen
Teen girls, sexual double standards and 'sexting
"Race," Class and Gender in Exclusion from School
Feel what I feel
Putting graphic elicitation into practice
Gendered and Sexualized Bullying and Cyber Bullying
I'm a Stalker and Proud of It
| Unique citing works | 7 |
|---|---|
| Citations per year | 7 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |