Tag: exclusions

The ‘Adultification’ of Black Children in Schools

Black children are still three times as likely than white children to be excluded from school according to a recent report by the Commission for Young Lives.

One of the main reasons for this is what the report calls the ‘adulfication’ of black children – where teachers (and other authority figures such as the police) tend to see black children as being older and less innocent than children from other ethnic minority backgrounds. This enables those in power to justify treating black children more harshly.

This recent research is relevant to the sociology of education, and especially the continued relevance of labelling theory in explaining differential exclusion rates.

Different exclusion rates

Exclusion rates saw an overall increase in the decade up to 2019, before the socially chosen reaction to the Pandemic (i.e. Lockdown which included school closures) made comparisons of such trends more difficult.

Immediately prior to the Pandemic, some types of student were much more likely to be excluded than others.

Depressingly not that much seems to have changed since the 1990!

Why are some children more likely to be excluded than others?

There are different reasons depending on each case, but one thing the report highlights is the ‘adultification’ of black children.

This is where authority figures such as teachers tend to see black children, both boys and girls, as more grown up and less innocent than white children. Thus they think they are more responsible for their actions and this can justify the harsher punishments they receive for deviant behaviour, such as being excluded.

The report also includes a story from a mother of a boy with Autism which documents his journey of being labelled with ‘behavioural difficulties’ in school, to being temporarily and then permanently excluded.

The boy moved to a Pupil Referral Unit, then back to mainstream education, but his mother and the school kind of lost track of him during the Pandemic somehow, he got involved with ‘the wrong friends’, possibly gang and drug connected, and ended up murdering someone before he turned 16.

in this case the mother claimed that the school system let her son down through inadequate provision for his special educational needs.

The consequences of being excluded

While it’s not a path set in stone the report notes that 60% of young people getting court orders and 60% of those in prison have been excluded from school.

But this doesn’t necessarily mean one causes the other, there are multiple factors at work in such pathways!

Sources:

Commission for Young Lives (2022) All Together Now: Inclusion not exclusion: supporting all young people to succeed in school.

School league tables changing to include exam results of excluded pupils

School league tables are  changing so that they include the exam results of schools’ excluded pupils.

This social policy is designed to discourage schools from excluding potentially low-performing students with the intention of improving their exam results on paper.

Along with data on formally excluded pupils schools will also have to included data on off-rolled pupils, or pupils who have been informally excluded, for example by the school coming to an agreement with the parent that they will voluntarily un-enroll their child rather than their being formally excluded.

This seems to be the government’s response to the fact that school exclusions have rise by 40% in the last three years, after a period of decline….

school exlcusion statistics

At first glance this does seem to be an effective way of dealing with the recently growing problem of off-rolling – where the schools effectively just left it to the parents to re-enroll their child elsewhere, which many of them didn’t (as I’ve written about here). With this policy in place the schools who do this are at least more likely to follow up on what’s happened to their excluded children.

It might also make some schools innovate to deal with their ‘problem children’ more in-house rather than letting someone else deal with the problem.

It’s also an interesting example of a social policy response that recognizes that certain headmasters are prepared to game the system by engaging in underhand tactics to improve their results – this strategy of excluding to improve results (at least this is what appears to be going on) is mainly practiced by academies.

However, maybe it’s just a sticking plaster? Maybe we should be thinking more about why so many kids are being excluded, which means thinking about why they don’t like school, and think about how we can maybe change the system from the ground up?!?

Sources 

The Times 

Is there a relationship between school exclusions and knife crime?

In Mach 2019 senior police chiefs wrote to Theresa May. They argued that there was a link between the increase in the number of formal school exclusions and ‘off-rolling’. Off-rolling is where heads informally get parents to withdraw their children, without them being formally recorded. Thus they are not recorded as ‘permanently excluded’.

The theory is that the off-rolled are more likely to ‘drift’ because they will ne cared for less effectively. It is also more difficult to monitor them because they probably won’t be in alternative provision institutions. The problem is believed to be especially bad for those who are off-rolled. When a pupil is off-rolled, the parents are responsible for finding alternative provision. It is these kids who are much more likely to end up out of education altogether.

While this is an interesting theory, it remains difficult to assess whether there is a relationship between these variables!

Criticising the relationship between school exclusions and knife crime

Numerous commentators have criticised the police for suggesting there is a causal link between exclusions and knife crime. A summary of nine of these criticisms is provided below, with links where possible!

Firstly, there is not a clear correlation between the increase in FORMAL school exclusions and the increase in knife crime:

Trends IN SCHOOL exclusions

School exclusions were level from 2016-17 to 2018-19 while knife crime increased during the same period.

graph showing permanent exclusions England and Wales, 2015/16 to 2021/22.

trends in Knife crime

bar chart showing trends in recorded knife crime, England and Wales 2010-2022

Granted, there is a correlation between exclusions and knife crime in the next two years.

HOWEVER, correlation doesn’t necessarily mean causation, and there is very good reason to think that this is the case here. 2020-2022 were the covid affect years. Thus there was less and then slightly more of pretty much everything, because of lockdown and then lockdown ending!

What about off-rolling?

The above data only includes formal exclusions, not off-rolling, so we don’t get a full picture. It might be more likely that someone who is off-rolled turns to knife crime compared to someone who is formally excluded. The problem is there are no official statistics which show us the off-rolling. So this remains a very difficult topic to research.

This government report from June 2018 which examined the relationship between educational background and knife crime found that ‘knife possession rarely followed exclusion’.

Further problems with blaming school exclusions for knife crime

There may be another cause behind both ‘being excluded from school’ and ‘being convicted of knife crime’. However, the real causes may be abuse or neglect further back in the past.

It is unfair to blame schools for excluding children in greater numbers as they have suffered Tory funding cuts. Schools run education programmes against knife crime, but these are less effective because there is less money to spend on them.

The fact that someone has previously been excluded from school may make it more likely that they are going to get a knife-crime conviction. Being excluded from school puts you on the police radar and doesn’t sit well with judges and juries. It could be that there are proportionally just as many people who have not been excluded from school who commit knife crime, but they just don’t appear in the official statistics because they are less likely to get caught and convicted.

Back to underlying causes, it’s possible that a ‘deeper’ reason lying behind why people who are excluded from school are also more likely to appear in the knife crime conviction figures is because they are victims of discrimination by the system – males, the poor, and African Caribbean children are more likely to appear in both the exclusion figures and the knife rime conviction figures – it could be that both are caused by a sense of injustice at being excluded in the first place.

The stats available to us tell us nothing about the life-histories, or the journies people take from being excluded (or not) to knife-crime. This could be a more complex few years than we imagine, and these possibly diverse journies are simply not going to be unveiled by crude statistical analysis. The data simply isn’t there!

Finally, there are number of other variables that cause knife crime to increase – the changing nature of drug-dealing (county lines), and cuts to police funding come to mind as being two of the most obvious. These would somehow need to be factored in to any ‘causal’ equation.

Conclusions

In conclusion it’s a well-known mantra in sociology that correlation does not mean causation, and this particular topic is a great one to use to illustrate this.

To my mind there are so many problems with maintaining the causality argument here that the only possible reason anyone would try to make it in the first place is to distract attention away from all the other social problems that correlate with the increase in knife crime – the kind of problems government policies either exacerbate or can do little to combat.

Relevance to A-level Sociology: this is a great topic that bridges education, methods and crime!

Sources not already linked above

Huffington Post – Don’t blame school exclusions for rise in knife crime

The Guardian – Knife crime and exclusions are a symptom of wider malaise.

The limitations of School Exclusion Statistics

The Department for Education publishes an annual report on exclusions, the latest edition published in August 2018 being ‘Permanent and fixed-period exclusions in England: 2016 to 2017.

The 2018 report shows that the overall rate of permanent exclusions was 0.1 per cent of pupil enrolments in 2016/17. The number of exclusions was 7,720.

exlusion statistics.png

The report also goes into more detail, for example….

  • The vast majority of exclusions were from secondary schools >85% of exclusions.
  • The three main reasons for permanent exclusions (not counting ‘other’) were
    • Persistent disruptive behaviour
    • Physical assault against a pupil
    • Physical assault against an adult.

Certain groups of students are far more likely to be permanently excluded:

  • Free School Meals (FSM) pupils had a permanent exclusion rate four times higher than non-FSM pupils
  • FSM pupils accounted for 40.0% of all permanent exclusions
  • The permanent exclusion rate for boys was over three times higher than that for girls
  • Over half of all permanent exclusions occur in national curriculum year 9 or above. A quarter of all permanent exclusions were for pupils aged 14
  • Black Caribbean pupils had a permanent exclusion rate nearly three times higher than the school population as a whole.
  • Pupils with identified special educational needs (SEN) accounted for around half of all permanent exclusions

The ‘reasons why’ and ‘types of pupil’ data probably hold no surprises, but NB there are quite a few limitations with the above data, and so these stats should be treated with caution!

Limitations of data on permanent exclusions

Validity problems…

According to this Guardian article, the figures do not take into account ‘informal exclusions’ or ‘off-rolling’ – where schools convince parents to withdraw their children without making a formal exclusion order – technically it’s then down to the parents to enrol their child at another institution or home-educate them, but in many cases this doesn’t happen.

According to research conducted by FFT Education Datalab up to 7, 700 students go missing from the school role between year 7 and year 11 when they are  supposed to sit their GCSEs…. Equivalent to a 1.4% drop out rate across from first enrolment at secondary school to GCSEs.

Datalabs took their figures from the annual school census and the DfE’s national pupil database. The cohort’s numbers were traced from year seven, the first year of secondary school, up until taking their GCSEs in 2017.

The entire cohort enrolled in year 7 in state schools in England in 2013 was 550,000 children

However, by time of sitting GCSEs:

  • 8,700 pupils were in alternative provision or pupil referral units,
  • nearly 2,500 had moved to special schools
  • 22,000 had left the state sector (an increase from 20,000 in 2014) Of the 22,000,
    • 3,000 had moved to mainstream private schools
    • Just under 4,000 were enrolled or sat their GCSEs at a variety of other education institutions.
    • 60% of the remaining 15,000 children were likely to have moved away from England, in some case to other parts of the UK such as Wales (used emigration data by age and internal migration data to estimate that around)
    • Leaves between 6,000 to 7,700 former pupils unaccounted for, who appear not to have sat any GCSE or equivalent qualifications or been counted in school data.

Working out the percentages this means that by GCSEs, the following percentages of the original year 7 cohort had been ‘moved on’ to other schools. 

  • 6% or 32, 000 students in all, 10, 00 of which were moved to ‘state funded alternative provision, e.g. Pupil Referral Units.
  • 4%, or 22K left the mainstream state sector altogether (presumably due to exclusion or ‘coerced withdrawal’ (i.e. off rolling), of which
  • 4%, or 7, 700 cannot be found in any educational records!

This Guardian article provides a decent summary of the research.

Further limitations of data on school exclusions

  • There is very little detail on why pupils were excluded, other than the ‘main reason’ formally recorded by the head teacher in all school. There is no information at all about the specific act or the broader context. Labelling theorists might have something to say about this!
  • There is a significant time gap between recording and publication of the data. This data was published in summer 2018 and covers exclusions in the academic year 2016-2017. Given that you might be looking at this in 2019 (data is published annually) and that there is probably a ‘long history’ behind many exclusions (i.e. pupils probably get more than one second chance), this data refers to events that happened 2 or more years ago.

Relevance of this to A-level sociology

This is of obvious relevance to the education module… it might be something of a wake up call that 4% of students leave mainstream secondary education before making it to GCSEs, and than 1.4% seem to end up out of education and not sitting GCSEs!

It’s also a good example of why independent longitudinal studies provide a more valid figure of exclusions (and ‘informal’ exclusions) than the official government statistics on this.

 

I’ll be producing more posts on why students get excluded, and on what happens to them when they do and the consequences for society in coming weeks.

 

This is a topic that interests me, shame it’s not a direct part of the A level sociology education spec!

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