Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.798560
Title: Dual-registration : a multi-informant exploration of the experiences of pupils, parents, teachers and educational psychologists
Author: Robb, Amy Jane
ISNI:       0000 0004 8507 7743
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Abstract:
There has been a 40% increase in the number of permanent exclusions in England since 2016 (House of Commons, 2018). Research investigating school exclusion has primarily considered pupils aged 11-16 years, who attend Pupil Referral Units (PRUs). Very few studies have explored the experiences of pupils aged 4-11 years who attend these settings. Even fewer have explored the experiences of primary-aged pupils who attend PRUs on a part-time basis, despite the fact that this arrangement forms a considerable part of alternative provision in England. To address this gap, this research uses a case study approach to explore dual-registration, an arrangement whereby pupils at risk of permanent exclusion attend both their mainstream setting and a PRU on a weekly basis. Semi-structured interviews were conducted with four pupils, their parents and mainstream teachers to explore their experiences of dual-registration and inform understanding of its value in supporting pupils at risk of permanent exclusion. In addition, two focus groups were conducted, one with PRU staff to enhance understanding of their experiences of working with mainstream teachers to support these pupils and the other with educational psychologists, who were asked to reflect upon their role within this system. Six overarching themes were identified: 'Containing the Container', 'Containing the Pupil', 'Overcoming Challenges', 'Pupils' Sense of Belonging', 'Evaluating Success' and 'Reclaiming the EP role'. Findings suggested that an integral part of the partnership between mainstream schools and the PRU, was the ability of PRU staff to contain the anxieties of pupils, parents and mainstream teachers. It was noted that whilst there was clear understanding of the need to respond appropriately to challenges experienced by stakeholders, dual-registration could increase the pressures placed upon pupils, parents and professionals. Within this context, a key role for the EP in supporting the emotional availability and thinking capacity of stakeholders was identified.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.798560  DOI: Not available
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