School exclusion reduction in Scotland--and especially in the city of Glasgow--has received substantial media and policy attention in recent years. In London in particular, multiple governmental agencies have explicitly expressed a desire to replicate the exclusion reduction which recently occurred in Glasgow, often citing the connection between…

While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or…

The application of exclusionary discipline practices among students with disabilities (SWDs) receiving special education (SPED) services is a widespread concern. In a local school district in Texas, SWDs receiving special education services are experiencing higher rates of disciplinary exclusions than the state's acceptable total disciplinary…

Over the past decade, numerous reports have indicated pervasively high rates of early childhood expulsion nationwide. In response, state and federal policymakers have enacted various measures to ban or reduce reliance on such exclusionary discipline. Prior evaluations of the implementation of one such legislative ban on expulsion enacted in…

Previous comparative research has revealed recent high and rising school exclusion rates in England and a contrasting picture of much lower and reducing rates in Northern Ireland, Scotland and Wales. In this paper, we examine findings from new research into school exclusion policies across the four countries of the UK. This interrogates for the…

Restorative practices provide alternatives to punitive practices, such as exclusionary discipline and zero tolerance policies. Restorative practices are important for elementary school counselors because they help repair the harm students do to one another while building positive relationships between and among students. A lack of understanding…

Suspension and expulsion have been documented concerns in childcare centers throughout the United States for nearly 20 years. This study examined suspension and expulsion practices in community childcare centers two years into the COVID-19 pandemic (May 2022). Survey data from 131 administrators of community childcare programs were analyzed. It…

This paper examines the context of school exclusion in Northern Ireland. In doing so, we explore the political economy of exclusion, focusing in particular on the intersection of perspectives between four key stakeholder groups: principals (n = 7) and teachers (n = 31) in mainstream schools, representatives from an official education body (n = 8),…

Education both actively excludes (through suspensions and expulsions) and tries to include (through inclusion policies, programs, and pathways). Students who experience both exclusion and attempts at inclusion tend to be racialized Black, Brown, and/or Indigenous; identify as queer or trans; be experiencing poverty; and/or be living with a…

This study investigates the correlation between student expulsions due to the zero-tolerance discipline policy and dropout rates in the East Baton Rouge Parish School System (EBRPSS), focusing on students in grades 9-12 from 2015 to 2022. Additionally, it examines potential disparities in dropout rates between the northern and southern regions of…

In this paper we explore how Special Educational Needs Coordinators (SENCOs) conceptualise vulnerability and risk, and how these conceptualisations inform their responses to students at risk of exclusion from school. The literature typically makes a distinction between within-child and systemic or structural factors. We draw on interview data from…

While the problems of exclusionary discipline are clear, we are still left with unanswered questions about educator training in this area. The decision to suspend or expel a student not only affects their immediate future but also, more importantly, may have deeper implications for the rest of their life as well as for their community and for…

Young children (birth to age 5) are more likely to be expelled or suspended than school-aged children, but we know comparatively little about the precursors to and prevention of exclusion in early childhood settings. Furthermore, what research has been conducted has not been systematically synthesized to inform policy and funding decisions. The…

This paper uses Rittel and Webber's categorisation of "wicked problems" in order to interrupt discourses around school behaviour. Each of the 10 characteristics suggested by Rittel and Webber are examined using the English education system as a vehicle by which to consider and interrogate their complexity. This endeavour is crucial as…

The school reliance on exclusionary discipline drives behavioral inequities and sustains the marginalization of youth in schools. The narratives of punishment often extend beyond the walls of the school system and may be reinforced by news media discourse. Never-the-less, the relationship between news media discourse and the school disciplinary…