Schools work continually to keep students with challenging and difficult behaviour engaged in education. The message of this book is that more can and needs to be done. The audience of this book includes all those who work with excluded children: school, health and justice personnel; school trustees, parents and community workers. School exclusion is a world-wide practice that disproportionately affects children from groups identified as at-risk. These students come from low-income backgrounds, are indigenous Australians, Maori and Pasifika students and many have disabilities. Being excluded from school is linked to low school achievement and youth offending, so keeping young people in school is crucial to the health of our communities. This is the first book to describe school exclusion practices in the local context in Australia and Aotearoa New Zealand. It presents accessible, locally based research and includes the voices of excluded students, their parents and those who speak for them. The second part of the book provides examples of research-based interventions that are proving effective. Common themes are early intervention, flexible approaches, robust communications and maintaining school connectedness. Excluding a child from school affects a wide range of practitioners who work to reduce poor life outcomes for young people. For this reason the authors of this book are drawn from the health, justice and education sectors in Australia and Aotearoa New Zealand. Following the forewords by Australia's National Children's Commissioner Megan Mitchell, and Judge Andrew Becroft, Principal Youth Court Judge for Aotearoa New Zealand, contents include: Introduction (Patty Towl and Sheryl Hemphill). Part One: Talking about exclusion: (1) The right to education: Advocacy in school exclusion contexts (Janis Carroll-Lind); (2) "The kid with ADHD who fished up the land of the kiwi" and other stories from exclusion to inclusion: Human rights, disability and education in the post Disability Convention world (Paul Gibson); (3) Is internal suspension associated with better student outcomes than external suspension? (Sheryl Hemphill, Jess Heerde and Barbara McMorris); and (4) What results from psychological questionnaires? (Tim Corcoran). Part Two: Resolving school exclusion contexts: (5) A way forward? Finding room for flexible behaviour management approaches in inflexible school structures (Sheryl Hemphill, Sarah Drew, David Broderick, Lynn Gillam and Lyndal Bond); (6) The relationship between the compulsory school experience and youth offending (Alison Sutherland); (7) Writing the wrong: Using restorative practices to address student behaviour (Michelle Kehoe, Sheryl Hemphill and David Broderick); (8) A stitch in time: Clues to mending the home-school relationship after a crisis event (Patty Towl); (9) The McAuley Champagnat Program: A community response to a local problem (Kevin Quin and Katrina Mohammed); (10) Outside in: One school's endeavours to keep disadvantaged young people in school and engaged (Margaret Callingham); (11) The Ministry of Education's Behaviour Crisis Response Service: Helping educational facilities to manage crisis situations and keep students engaged in learning (Mike Crosby, Grant Malins and Terry Carter); (12) Narrative therapy as a guide for responding to unacceptable actions (Donald McMennamin); and (13) Conclusions (Sheryl Hemphill and Patty Towl). A section about the authors and an index are included.