***Waiting for RD. PDF/A checked, in PGRM*** Beyond permanent school exclusion: trauma informed practice and the power of relationships

Abstract

The voices of marginalised young people are often overlooked in discussions and policies surrounding schools. These young people are directly affected by school policies and practices, yet their lived experiences and insights are rarely prioritised or understood. Amplifying their voices is crucial for not only shedding light on their experiences, but also to challenge dominant pathologising narratives, paving the way for more inclusive and equitable educational practices. The current thesis draws together two interconnected areas to amplify the voices of young people: Permanent school exclusion and trauma-informed practice.

In England, schools often resort to using punitive measures as a response to challenging behaviour and permanent exclusion remains a significant issue within England’s education system, with profound and lasting impacts on the young people who have been permanently excluded. Moreover, while permanent exclusion affects young people across the UK, it continues to be used disproportionately among certain groups of vulnerable and marginalised young people, who are already at risk of social disadvantage. Permanent exclusion, in turn, further entrenches this, creating a perpetual cycle of disadvantage.
It is our current understanding that secure, attuned relationships create the foundation for emotional regulation, development of cognitive skills and trauma recovery. By viewing ‘challenging behaviour’ through a trauma-informed lens, school staff are well placed to foster trust, connection and emotional regulation, enabling young people to engage and thrive in learning. While some interventions have helped reduce trauma-related symptoms, we still know little about the broader impact of school-wide, systemic strategies designed to address trauma comprehensively.

This thesis aims to explore the experiences of children and young people who have been permanently excluded, and students and staff’s experiences of a trauma-informed school. The findings across the thesis point to the power of relationships, for learning, identity formation, wellbeing and helping to restore social inequities.

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Identifiers

ORCID for Rebecca Louise Stadames: orcid.org/0000-0003-2249-4622

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