Support for permanently excluded children

Support for permanently excluded children. Why is punishment and permanent exclusion ineffective for some students? This is the DFE statement on page 7 in their guidance to Head Teachers and school staff about discipline in schools. “Teachers can discipline pupils whose conduct falls below the standard which could reasonably be expected of them. This means that if a pupil misbehaves, breaks a school rule or fails to follow a reasonable instruction the teacher can impose a punishment on that pupil.”

I wonder how a teacher might know what reasonable behaviour is. We all have the same (ish) view about the behaviour we want to see in schools and about what we want our children to experience.

We also have clear pictures in our minds of our own experiences in school when we were children.

We remember that we shared school with many people who came from a variety of backgrounds and who had a variety of ways of managing the world.

Some of us understood how the education system worked and were able to focus on our studies and some of us had so much going on in our homes or hearts and minds that we were disadvantaged from the very beginning by being in a system that could not take our specific circumstances into account.

Essentially, to imagine that a prescriptive set of rules can be understood and adhered to by all is quite a stretch and might even be considered dangerous.

It’s like saying to some young people that the only acceptable able way to swim is to use breast stroke while they have only ever swum on their backs, watching the sky while they watch for danger.

Without understanding and clarity on both sides, students and teachers, rules are, for some young people, random and impossible to follow, lines drawn in the sand.

Sometimes, when things become very difficult for these young people they meet with an expert who diagnoses them with ADHD or ADD or other similar condition. I’m not overly sure how helpful this is in the long term. Firstly,  this label will remain with them for always.

I put it to you, dear reader, that school might be the place to teach the young people in our society how to have healthy relationships with themselves and others rather than being the place where they are segregated, streamed and labelled.

Expectations are good but in school, the place where our citizens and community might learn about itself, we might also seek to understand one another and teach each other about each other, rather than have, what to some are, random, unachievable, expectations.

In this way we could teach the young of the country about themselves and each other, helping them come to terms with painful, ineffective and damaging models of conducting themselves.

In this way the behaviour code of a school might offer teaching as it sanctions it’s population rather than punishing them and creating more resentment, fear and confusion in their most vulnerable members.

If you are searching the web for My son is close to permanent exclusion then perhaps you might consider counselling for your child.

I have successfully supported parents understand what is happening to their children when things do not go according to plan in school and together, with this understanding, we have helped their children get more from school.

Why not give me a call or email me and we can talk about counselling and the other therapeutic options you have available to you as a parent.