Positive Alternatives to School Exclusion looks at what schools can do to build more harmonious communities and engage students - particularly those at risk of exclusion - more productively in all areas of school life. It describes the Positive Alternatives to School Exclusion Project, a multi-phase, collaborative initiative based at the School of Education, University of Cambridge.
Drawing on the perspectives of staff and pupils, the authors provide detailed case studies of the approaches and strategies being adopted in a variety of settings (primary, secondary and FE) to foster inclusion and reduce and prevent exclusion. It also identifies a number of different frameworks, drawn from the case studies, which can be used by practitioners working in other settings to support their own reflection and development work. Particular importance is placed, throughout the book, on valuing the domain of personal experience in the life of the school community. The authors explore this theme in detail, suggesting ways in which it might become a priority focus of further development work in schools.
Winner of the 2001 TES-NASEN Academic Book Award
'The book offers something to everyone. It reports an interesting research project in a way which is academically reputable, yet is written in an accessible style. It deals with the immediate issues facing schools and teachers and presents case studies to which practitioners can relate.' - Alan Dyson, Chair of the NASEN of Judging Panel 2001
'This will have been of immense value to schools involved, and the findings should be more widely useful.' - Gary Thomas, Times Educational Supplement
'[This book] shows teachers and managers how five schools have successfully developed and implemented practical approaches to avoid excluding students. The book looks at what schools can do to build more harmonious communities and engage students, particularly those at risk of exclusion, more productively in all areas of school life.' - Gesine Neuhof, University of Leicester
'The work is based on the authors' "Positive Alternatives to Exclusion" research project, but, mercifully, it does not read like a research project. Instead the authors succeed in telling a story.' - David Galloway, British Journal of Guidance & Counselling
'A must for every school ... [it should be] referred to by all staff to see if there are any ways they can change the way they do things to help children stay in school.' - Caroline Hensby, Adders Organisation