Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533044
Title: What causes young people to go 'missing' from education and what can be done to re-engage those at risk?
Author: Rae, Tina
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2010
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Abstract:
This study focused upon the reasons why students within an outer London Borough had become 'missing' from education. Their views were elicited regarding future prevention strategies and possible alternative approaches. The study was exploratory, employing inductive reasoning, grounded theory, progressive focussing and reflexivity (in keeping with critical realism). Data was collected via six focus groups, 20 interviews with key professionals and six in-depth interviews with students who had been out of school for extended periods prior to being re-engaged via the Local Authority Pupil Support Team. The grounded theory process was adapted from Strauss and Corbin (1998) in order to analyse the data and identify key themes and emerging theories. The lack of awareness of systems and protocols was a significant deficit highlighted in professionals' interviews. Issues regarding institutional racism and stereotyping of vulnerable students including traveller children and those with special educational needs were also raised. The vulnerability and isolation felt by students out of school for extended periods was further exacerbated by systems and alternative educational options that were not meaningful or relevant. The abuse of exclusion and attendance procedures further compounded the difficulties experienced by these students in attempting to remain in the system. Ideas as to what might prevent children from going missing were raised and these included identifying, addressing and supporting vulnerability factors such as mental health needs, physical difficulties and special educational needs on transfer from KS2 to KS3. The need for a wider range of teaching and learning strategies and morepersonalised, flexible and creative approaches and options was also identified, alongside the ways in which the educational psychologist could contribute to such initiatives. Another suggested key role was that of supporting schools to follow appropriate procedures and protocols, utilising more inclusive approaches to assessment and teaching and learning. 4
Supervisor: Not available Sponsor: Not available
Qualification Name: Doctorate of Applied Educational and Child Psychology Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.533044  DOI: Not available
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