| Autor: |
Yearsley, Olivia (UniSA Education Futures), Buetefuer, Amanda (UniSA Education Futures), Tippett, Neil (UniSA Education Futures), Sullivan, Anna (UniSA Education Futures), Down, Barry (UniSA Education Futures), Johnson, Bruce (UniSA Education Futures) |
| Přispěvatelé: |
Yearsley, Olivia, Buetefuer, Amanda, Tippett, Neil, Sullivan, Anna, Down, Barry, Johnson, Bruce |
| Rok vydání: |
2020 |
| Předmět: |
|
| DOI: |
10.25954/vxt8-9631 |
| Popis: |
Exclusionary practices, which include a range of formal and informal disciplinary measures where the student is removed from school for a set period of time, are commonly used throughout Australia to manage student behaviour (Quin 2019; Bleakley & Bleakley 2019). As disciplinary strategies, recent evidence suggests that they are largely ineffective in supporting students to behave appropriately (Graham et al. 2020; Hemphill, Broderick & Heerde 2017). Furthermore, a growing body of research has documented the range of negative academic, social and emotional outcomes that they can have for the children and young people involved (e.g. Losen & Gillespie, 2012; Skiba, Arredondo & Williams 2014). While understanding the ‘cost’ of exclusion has been an important focus for research, much of this attention has been placed on the child. Less understood is whether exclusionary practices also impact on the families of children involved, and in what ways. Through a review of academic literature published during the last 20 years, 15 studies were found which examined the impact of school exclusions on the families of children and young people who had been suspended or excluded from school. The findings suggest that the effects of school exclusion are not limited to just the children involved, but also extend to their families, by impacting on their economic situation and psychological wellbeing. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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