Wales is often compared favourably to other countries because of its commitment to the UN Convention on the Rights of the Child and lower levels of school exclusions. Systematic analysis of policy documents reveals the dominance of a rights-based discourse in approaching the challenge of school exclusions, which are explained in terms of…

Physical and mechanical restraints and seclusion are currently used as emergency procedures in public schools across the United States. Students who exhibit dangerous, aggressive, or self-injurious behaviors are more likely to be restrained or secluded in school. Since many students with autism spectrum disorder exhibit one or more of these…

Pupils with Social Emotional and Mental Health (SEMH) needs are disproportionately excluded from schools in England. Drawing on data collected from interviews with Local Authority Education Officers in 2017/18 in a project that looked at disparities in rates of permanent exclusion across the UK, this article explores how the influence of perverse…

Trauma is pervasive in schools and can threaten students, affecting their academic performance and opportunities for lifelong success. Educators must be careful they don't add to a student's trauma. School policies, including academic (e.g., tracking) and behavior (e.g., discipline), can carry implicit bias that can retraumatize a student. A…

Behaviour management is an influential educational cliché in Australia, Canada, England, New Zealand and US. In practice, efforts to control student conduct in schools frequently utilise a manage-and-discipline model: a misinformed but deeply rooted set of interconnected notions about how to ensure an orderly and productive classroom. Students…

Purpose: The Samuel Paty murder has generated a great response from the professional community and the world of education and schools in Europe and worldwide. In a unique way, civic educators expressed horror, sorrow, and solidarity with the family and with their French colleagues. The article is dedicated to Samuel Paty and the question of…

This study explored pre-service teachers' attitudes toward inclusive education. The Sentiments, Attitudes, and Concerns about Inclusive Education--Revised (SACIE-R) scale was completed by 138 teacher candidates in a teacher preparation program in Bahrain Teachers College. The findings revealed that candidate teachers needed more opportunities to…

Both in the international context and in Flanders (the Dutch-speaking part of Belgium), research shows that many young people experience social exclusion in relation to education. However, research evidence concerning structural social inequality in education is predominantly underpinned by an outcome-based approach, since educational policies and…

Providing students with equitable and safe learning experiences is a fundamental right; however school districts grapple with balancing student learning and student safety. In the Brown vs the Board of Education (1954) decision, the court identified education as a basic public responsibility and a principal instrument to facilitate understanding…

"Diversity, Inclusion and Engagement" presents a clear, socially oriented approach to understanding and developing inclusion in education. It focuses on encouraging preservice teachers to develop strategies to engage students of all backgrounds, needs and abilities in a diverse classroom. It conveys positive dimensions to promoting the…

The article has two parts. Part one deals with some historical developments in the field of special education in Norway. There has been a change in formulated policy from a clearly segregated system, then integration and mainstreaming and now intentions about inclusion as an ideal. The second part is about children with behavioural difficulties…

In countries that have developed special education (SE) provision, whether in segregated settings or "included" in mainstream, racial, ethnic and immigrant minorities continue to be disproportionately represented. Explanations for placement in SE programmes continue to centre round assumptions of deficiencies in student abilities to…

The OECD report "Equity, Excellence and Inclusiveness in Education" (Schleicher, 2014) highlights the disparities in attainment and opportunity between children in many countries across the world putting them at risk of marginalisation. This article draws from both sociological and psychological theory to forward a new theoretical…

In support of their recommendations, recent policy pronouncements in England on behaviour (DFE (Department for Education). 2010. "The Importance of Teaching-The Schools White Paper". London: TSO) and on reform of special educational needs and disabilities make reference, respectively, to educator perceptions of poor behaviour by children…

This paper draws on my doctoral research study based on consulting work with three primary school Special Educational Needs Co-ordinators (SENCos) that took place in 2008. The study examined the interactions that arose in the consultations with the SENCos and their staff. The findings that emerged from the application of Grounded Theory research…