An exploration of intersectionality and school belonging in the permanent exclusion of black Caribbean boys in schools in England: implications for educational psychologists

Abstract

Aims: disproportionately high exclusion rates of Black Caribbean Boys (BCBs) in England are considered from a school belonging perspective, particularly as mediated through teacher relations. The vulnerabilities of this group are considered, with intersectionality suggested as a critical concept.

Method/rationale: BCBs are permanently excluded from schools in England at a rate three times higher than the general population. Permanent exclusion has been linked to a range of negative personal and socio-economic consequences, highlighting the need to address this disparity. School belonging mediates negative peer and parental influences and may be linked to school exclusion for some groups. Literature is reviewed considering belonging, linking belonginess threats to both pro-social and anti-social behaviour. The multi-dimensional nature of school belonging is noted. School belonging literature is reviewed, establishing the vital importance of teacher relationships. Evidence regarding BCB’s relationships with their teachers, often characterised by low expectations, differential treatment and racial bias, is considered.

Findings: it is argued that these negative relational influences constitute belonginess threats for BCBs. It is hypothesised that these, along with increased belongingness sensitivity amongst some BCBs, can drive increased anti-social behaviour, in some cases leading to school exclusion.

Limitations: this is a theoretical paper and further empirical research is needed into what constitutes school belonging for BCBs, whose lives are often impacted by various intersecting inequalities.

Conclusions: initiatives aiming to increase school belonging amongst BCBs, by improving their relationships with teachers, are suggested as a way of decreasing exclusions. A role for Educational Psychologists in supporting schools with evidence-based approaches to enhancing school belonging for this group is suggested.

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Identifiers

ORCID for Anna Burnett: orcid.org/0000-0001-5152-1015

ORCID for Henry Wood-Downie: orcid.org/0000-0003-4965-7778

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