Useful sources – Inclusion for the excluded

I intend to maintain a resource of useful source material on the subject of inclusive practice for excluded children. It is largely a combination of open access articles with one or two other sources included. I have linked to a freely available version where possible.

• Cosma and Soni (2019) A systematic literature review exploring the factors identified by children and young people with behavioural, emotional and social difficulties as influential on their experiences of education
• Department for Education (2021) Statistics: school and pupil numbers –  Schools, pupils and their characteristics
• Dimitrellou (2017) Doctoral Thesis Does an inclusive ethos enhance the sense of school belonging and encourage the social relations of young adolescents identified as having social, emotional and mental health difficulties (SEMH) and moderate learning difficulties (MLD)?
• Dolton et al. (2020) In the child’s voice – Experiences of primary school children with social, emotional and mental health difficulties. 
• Duffy et al. (2021) School exclusion disparities in the UK- A view from Northern Ireland
• Fielding, C. (2020) Inclusion for the excluded: Applying critical realism in an alternative provision academy for excluded primary school pupils. Ed.D MMU
• Flack (2020)  Relational aggression and relational inclusion in adolescents: the role of empathic concern for victims of relational aggression and perspective taking. 
• Goodall, E. (2021) Facilitating interoceptive awareness as a self-management and self-regulation tool to increase engagement in learning and education.[Thesis (PhD/Research)
• Goodall, E., Brownlow, C., Fein, E. and Candeloro, S. (2022) Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature? Education Sciences 12 (8)
• Gray, D.P.R. (2021) Reflections from a pupil referral unit: exploring the perspectives of young people living in poverty with social, emotional and mental health difficulties. Doctoral Thesis: University of Bristol. 

• Gray, E. (2020) Protecting oneself from emotional discomfort or harm: a Classic Grounded Theory study of how anxious pupils cope in mainstream education. EdD and Child Psychology. University of Sheffield [Online][Accessed on 19^th October 2021] 

• Jayanetti (2021) The Observer – Lack of psychologists hits pupils with special educational needs

• John A, Friedmann Y, DelPozo-Banos M, Frizzati A, Ford T, Thapar A (2022) Association of school absence and exclusion with recorded neurodevelopmental disorders, mental disorders, of self-harm: a nationwide, retrospective, electronic cohort study of children and young people in Wales, UK. Lancet Psychiatry 9 23-34

• Kenny (2018) Doctoral Thesis Fixed period exclusion: Exploring the experience of primary aged pupils attending a specialist setting.
• Lawson, Prentice, Jennings and Johnston (2022): First steps towards a mental health and neurodevelopmental screening of secondary school children following two fixed-term school exclusions in the UK, Emotional and Behavioural Difficulties, DOI: 10.1080/13632752.2022.2141871
• Liston, L. (2022) ‘Prepped for prison’? Experiences of exclusionary school practices and involvement with the justice system. Irish Journal of Sociology pp. 1-20

• Martin (2019) Doctoral Thesis It makes me feel a sense of belonging’ Using person centred approaches to elicit and promote the voices of young women placed in a specialist SEMH provision.
• Martin-Denham (2021) ‘The benefits of school exclusion: Research with headteachers in England’ University of Sunderland: Sunderland [Accessed 7^th July 2022] https://sure.sunderland.ac.uk/id/eprint/13508
• Martin- Denham (2021) Defining, identifying, and recognising underlying causes of social, emotional and mental health difficulties- thematic analysis of interviews with headteachers in England. 
• Martin-Denham (2022) Marginalisation, autism and school exclusion: caregivers’ perspectives. Support for Learning 37 (1) pp. 108-143
• McCarthy-Singh (2019) Doctoral Thesis An exploration into the experiences of young people when finding out they have been identified as having social, emotional, mental health (SEMH) difficulties.

• Murphy, R. (2021) How children make sense of their permanent exclusion: a thematic analysis from semi-structured interviews, Emotional and Behavioural Difficulties, DOI: 10.1080/13632752.2021.2012962

• Murray et al. (2010) Very early predictors of conduct problems and crime – This paper is cited in the 2018 DfE ‘Mental health and behaviour in schools‘ as a longitudinal analysis of 16K children and used as a source for how risk and protective factors are  associated with the likelihood of conduct disorder.
• NICE guidelines (2015) Challenging behaviour and learning disabilities: prevention and interventions for people with learning disabilities whose behaviour challenges. 
• Timpson, E. 2019. Timpson Review of School Exclusion. London: Department of Education Dandy Booksellers Limited.

• Zweers et al. (2020) Social-Emotional development of students with social-emotional and behavioural difficulties in inclusive regular and exclusive special education.